rationale paper final submission1

8/14/2019 Rationale Paper Final Submission1

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CYNTHIA SARVER: RATIONALE PAPER

INTRODUCTION

Hello. My name is Cynthia Sarver, and this is the Rationale Paper for myBoise State University Masters

of Educational Technology portfolio. The paper is organized around the Association for Education and

Communications Technology (AECT)s learning standards for educational and communications and

instructional technologies (ECIT). As such, this paper expands upon and annotates the list of artifacts

that you will find mapped on the standards matrix of my MET portfolio.For each standard, you will find

discussed at least two artifacts that demonstrate my understanding of and competencies in the standard.

Happy reading!

Standard 1: Design

Standard 1 pertains to Design, or the ability to demonstrate the knowledge, skills, and dispositions to

design conditions for learning by applying principles of instructional system design, message design,

instructional strategies, and learner characteristics (Standards).

Standard 1.1: Instructional Systems Design (ISD)

Seels & Richey (1994) explain Instructional Systems Design (ISD) as an organized procedure that

includes the steps of analyzing, designing, developing, implementing, and evaluating instruction (p. 31).

My Instructional Design Project for EdTech 503 and my Online Course for EdTech 512 best illustrate my

competencies in this area. The former, Making Radio Show Bumpers: A Genre Study and Hands-OnPedagogy Unit , was a semester-long project during which I learned and fully utilized the ADDIE

instructional design process. First I Analyzed the learners (undergraduate preservice teachers in English)

and the learning context. Then I Designed instruction, focusing on objectives, assessments, instructional

strategies and media. Next, I Developed instructional content and course materials from the plans I drew

up during the design phase. Though I did not actually Implement the instruction that I designed during the

course, I have plans to do so next semester, when I teach the course again. Similarly, I designed an

Evaluation plan for the project, which I was only partially able to implement during the design semester.
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Cynthia Sarver Rationale Paper

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Overall, I greatly appreciated spending a semester learning and practicing this process, the systematic

and structured nature of which has now is woven into my approach to all instructional design situations.

My task in EdTech 512 to buildan online course(in which I am presently engaged in doing) has been

much easier than 501, given this experiences basis in the ADDIE with which I am already familiar.

Seeing the benefits of the ADDIE model, I have also begun using it to help my students (pre- and

inservice teachers) to organize instructional design assignments in the courses I teach. This semester, I

have adapted the Instructional Strategies and Motivation templates from Davidson-Shivers, G. V. &

Rasmussen, K. L. (2006, p. 208 & pp. 230-231) to help my students more systematically design lesson

and unit plans. Before my EdTech 503 experience, I usually had students begin at the development

phase (as I had also done!), so I am happy to have these tools to help them, just as they have helped me,

enrich the learning experiences we design for students.

Standard 1.2 Message Design

Message Design relates to planning for the physical form of the message Seels & Richey, 1994, p.31)

and is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective,

constructivist) in the application of known principles of attention, perception, and retention which are

intended to communicate with the learner (Standards). My finalGraphic Design Project for EdTech 506

and my digital story, It Came Out in the Wash, for EdTech 513 best represent my competencies in this

area. In my digital story, I employ what Clark & Mayer call the Personalization Principle or the notion

that using colloquial language and a friendly tone will better engage learners than anything more The

Graphic Design Project was designed with an understanding in mind of principles of graphic design for

learning such as CARP (Contrast, Alignment, Repetition, and Proximity), Selection, Color and Space,

Color and Depth, and the Use of Shape.

Standard 1.3: Instructional Strategies

Instructional Strategies concern specifications for selecting and sequencing events and activities within a

lesson (Seels & Richey, 1994, p. 31) and the selection of specific instructional strategies and models

based on the learning situation. My Instructional Design project for EdTech 503 and my final paper for

EdTech 504 are illustrative of my competencies in this area. For the EdTech 503 Instructional Design

Project, Making Radio Show Bumpers: A Genre Study and Hands-On Pedagogy Unit , I used Kellers

ARCS model of motivation to plan instruction that would get learners attention, establish relevance,

inspire confidence, and render the learner satisfied with his or her learning experience. In my research

essay for EdTech 504, I propose networked communities of practice as an instructional strategy for

promoting constructivist, situated learning experiences for teachers that then might help teachers develop

the dispositions and competencies to better integrate technology into their classrooms.

Standard 1.4: Learner Characteristics

Learner Characteristics are those facets of the learner's experiential background that impact the

effectiveness of a learning process. My EdTech 501 Digital Inequality Assignment and my EdTech 502
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Concept Map Assignment are examples of my understanding of how important it is to design instruction

with specific learners in mind. For theDigital Inequality Assignment,my colleagues and I considered how

to plan for technology integration in order best to benefit economically disadvantaged learners by

addressing in our plan the ways that this group tended to approach digital learning and tools. And in theInteractive Concept Mapthat I designed for EdTech 502, the language, discourse, and content I employ,

are all chosen with the adult learners who populate the undergraduate and graduate courses I teach in

mind.

Standard 2: Development

Development covers the ability to translate design specifications into print, audiovisual, computer-based

and integrated technologies.

Standard 2.1: Print Technologies

For Development Standard 2.1 Print Technologies, I submit my final Instructional Design Project for my

EdTech 503 course, Making Radio Show Bumpers: A Genre Study and Hands-On Pedagogy Unit . I

focused on developing a document for an instructor of the course I designed, which used principles of

Contrast, Alignment, Repetition and Proximity (CARP) to organize the text for readability (see Instructor

Guide, pp. 22-29, and Student Handouts and Rubrics, pp. 50-64). Similarly, for EdTech 505, my final

Evaluation Project, Evaluation of the Social Media Integration Program For the UCBHSSPs Summer

Institutes was to produce a document that included graphs that would communicate data from an

evaluation survey to the client.

Standard 2.2: Audiovisual Technologies

For Development Standard 2.2: Audiovisual Technologies, I submit my PowerPoint Tutorial from EdTech

513, Locating and Downloading Music from Freeplaymusic.com, which was designed for students in

secondary adolescent literacy classes who might be using Freeplaymusic to create multimedia

presentations. My PowerPoint lesson first orients learners to the English Language Arts concept of tone

(which applies in music as well as prose), then helps them understand copyright, and finally walks them

through the process of finding and downloading an appropriate piece of music. To optimize learners

experience of my presentation, I employ in it the multimedia principle (or the notion that learners learn

better from images and words combined, rather than from print-text alone), as well as the contiguity

principle (that words should appear close to relevant graphics in order to optimize learning) (Clark &

Meyer, 2003).

Along the same lines, my EdTech 506 Unit Plan on Unit Planning for ELA teachers uses several

principles of graphic design for learning. The selection principle can be seen in the way the Topical

Essential Questions page uses color and lightness and darkness to indicate foreground and background

and to help users determine what information is most important (and, using shading, I tried to show the

hierarchy of information on the page). TheHomepagefollows Lohrs (2003) instructions about how to use

whitespace to support learners experience of a visual and about how to chunk information to enhance
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readability. TheTask Analysispage also follows Lohrs (2003) recommendation for using color and depth

of shapes to create meaning for users. And finally, theEssential Questions page follows Lohrs (2003)

recommendations for using shape and repetition of shapes to enhance learning.

Standard 2.3: Computer-Based Technologies

Computer-Based Technologies represent electronically stored information in the form of digital data.

Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-

managed instruction (CMI), telecommunications, electronic communications, and global

resource/reference access. Since, according to Seels & Richey (1994), digital tutorials, where primary

instruction is presented, is one type of CBI, numerous of my projects from the EdTech program fall under

this category. The two that I am most pleased with would be my WebQuest on Personal LearningNetworks and my Copyright Scavenger Hunt, both of which I created in EdTech 502. By presenting the

learner with several discrete learning tasks, along with the option to access them through the sites

universal navigation menu, the WebQuest allows learners to engage learning materials in random or

nonsequential, as well as linear ways (Seels & Richey, 1994, p. 39).

On the other hand, the principles of cognitive science are applied during development in that the

learning task can also be approached in a more linear and scaffolded way by providing learners first with

the big picture (on the Home and Start pages), advancing them then to descriptions the Task and

Process, and finally landing them on the Conclusion and related Rubric pages.

My Copyright Scavenger Hunt similarly leads learners through various hunts on issues of fair use for

educators. Learners can choose to pursue learning tasks sequentially or to jump around to explore the

items that interest them most. I have implemented this assignment in my classroom, and students report

that they enjoy and learn a great deal from it. Of course, this is a great relief to me, since I can rest

assured that, after students have successfully completed this tutorial, their digital creations in the course

thereafter will abide by the guidelines for fair use.

Standard 2.4: Integrated Technologies

Integrated technologies are ways to produce and deliver materials which encompass several forms of

media under the control of a computer in which ideas are oftenpresented realistically in the context of

the learners experiences, according to what is relevant to the learner, and under the control of the

learner (Seels & Richey, 1994, p. 40). My Worked Example Screencast Project from EdTech 513 and

my Virtual Tour from EdTech 502 are the best examples that I have of my work in this category. My

Worked Screencast Example, Getting Started with your WordPress.com Blog, is designed to show

undergraduate and graduate students how to set up a blog. In it, I integrate PowerPoint slides, a narrated

voiceover, and instructions at various junctures for users to pause the video in order to work on their own

projects (cf. Clark & Mayers segmenting principle). Alternatively, myVirtual Tour of Vintage Downtown
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Los Angeles integrates computer-based instruction with interactive elements such as video, hyperlinks,

and a blog that learners engage with after their tour toreflective upon their learning.

Standard 3: Utilization

Utilization is the act of using processes and resources for learning (Seels & Richey, 1994, p. 46). This

domain involves matching learners with specific materials and activities, preparing learners for interacting

with those materials, providing guidance during engagement, providing assessment of the results, and

incorporating this usage into the continuing procedures of the organization.

Standard 3.1: Media Utilization

Media utilization is the systematic use of resources for learning (Seels & Richey, 1994, p. 46). Utilization

is the decision-making process of implementation based on instructional design specifications. The Tech

Trends assignment from EdTech 501 asked us to read theNew Media Consortiums2012 Horizon Reportto create a lesson plan based on one of the emergent technologies covered in the report. I chose to

create a lesson plan on QR codes, in which undergraduate English students apply their understanding

of QR codes to simulate in their own environments the experience of augmented reality described in M. T.

Andersons 2002 novel, Feed. This assignment fulfills this standard by using new media to extend

students understanding of Feeds literary themes. Another of my projects, the Copyright Scavenger Hunt

assignment from EdTech 502, also demonstrates media utilization. The media listed onthis assignment

pageare explicitly selected and presented so that teachers can understand and relate to them.

Standard 3.2: Diffusion of Innovations

Diffusion of innovations is the process of communicating through planned strategies for the purpose ofgaining adoption (Seels & Richey, 1994, p. 46). With an ultimate goal of bringing about change, the

process includes stages such as awareness, interest, trial, and adoption. The School Evaluation

Summary Report that I created for EdTech 501 is a great example of a project that is intended to

communicate information to a specific audience (i.e., the persons to whom the fictitious report is

addressed) in order to promote the innovations suggested therein ( Summary Recommendations, p. 10).

Similarly, the research essay that I wrote for EdTech 504, Digitally networked communities of practice:

Using social media to foster educators 21st-century learning, is scholarship that is intended to

communicate what research has already been done in this area. I am currently revising the essay for

publication as an annotated bibliography and also as the research foundation for a future study.

Standard 3.3: Implementation and Institutionalization

Implementation is using instructional materials or strategies in real (not simulated) settings.

Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture

of an organization. Implementation is to ensure proper use by individuals (Seels & Richey, 1994, p. 47)

and that is precisely what my unit plan for EdTech 503, Making Radio Show Bumpers: A Genre Study
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and Hands-On Pedagogy Unit ,does. The plan is written for a subject matter expert (SME)in this case

another teacher educator in secondary English -- to implement. To this end, an SMEs feedback was

solicited to best ensure that the plan would work. To even further support implementation, an Instructor

Guide was included (p. 22), as well as a plan for multiple stages of formative evaluation. I will beimplementing the instruction in my course next semester.

On the other hand, Institutionalization means integrat[ing] the innovation in the structure and life of the

organization (Seels & Richey, 1994, p. 47). My Evaluation Project for EdTech 505,Evaluation of the

Social Media Integration Program For the UCBHSSPs Summer Institutes,was designed around a project

to integrate technology into UC-Berkeleys History and Social Science Projects Summer Institutes. The

evaluation studies the effectiveness of those efforts and of several related goals; I am currently in the

process of communicating with the project director about the report and next steps.

Standard 3.4: Policies and Regulations

Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion

and use of Instructional Technology (Seels & Richey, 1994, p. 47). This includes such areas as web-

based instruction, instructional and community television, copyright law, standards for equipment and

programs, use policies, and the creation of a system which supports the effective and ethical utilization of

instructional technology products and processes. My Fair Use Scavenger Hunt for EdTech 502

demonstrates this standard because it is concerned with the ways that Copyright Laws apply to new

media use in schools and student projects. My students (preservice and inservice teachers) are all very

grateful to have this information. Similarly, theWeb Accessibility Evaluation Links pagethat I created for

EdTech 502 deals with the ways in which web pages and hyperlinks must be formatted in order to be

accessible to people with disabilities. This project responds to section 508of the Rehabilitation Act of

1973, which requires that all federal agencies make their electronic and information technology (EIT)

accessible to people with disabilities.

Standard 4: Management

Management involves controlling Instructional Technology through planning, organizing, coordinating,

and supervising (Seels & Richey, 1994, p. 49). The domain of management includes four subdomains of

theory and practice: Project Management, Resource Management, Delivery System Management, and

Information Management. Within each of these subdomains there is a common set of tasks to be

accomplished: organization must be assured, personnel hired and supervised, funds planned and

accounted for, facilities developed and maintained, and short- and long-term goals established. A

manager is a leader who motivates, directs, coaches, supports, monitors performance, delegates, and

communicates.

Standard 4.1: Project Management

Project management involves planning, monitoring, and controlling instructional design and development

projects (Seels & Richey, 1994, p. 50). Project managers negotiate, budget, install information
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monitoring systems, and evaluate progress. TheSchool Evaluation Summary Report that I created for

EdTech 501 exemplifies a part of the project management process the analysis stage of the

instructional design process. The analysis rubric (found in Appendix A) covers all aspects of Project

Management, including budget, information monitoring systems, and evaluation processes. MyEvaluation Project for EdTech 505, Evaluation of the Social Media Integration Program For the

UCBHSSPs Summer Institutes,demonstrates a fuller range along this same spectrum, beginning with a

Program Description, moving on to Evaluation, Results, Discussion, and Budgets. While I have not been

engaged in any large-scale projects since completing these, my concurrent work in EdTech 512 to design

AugmentED,a MOOC (Massively Open Online Course), does entail my facility with these skills. I would

imagine that in the future this skill set will continue to come in handy as I implement the MOOC and

branch out to become engaged in other, similar ventures.

Standard 4.2: Resource Management

Resource management involves planning, monitoring, and controlling resource support systems and

services (Seels & Richey, 1994, p. 51). This includes documentation of cost effectiveness and

justification of effectiveness or efficiency for learning as well as the resources of personnel, budget,

supplies, time, facilities, and instructional resources. MyEdTech 501 Digital Inequality Assignmentworkswith an existent (albeit fictitious) budget situation in order to address digital inequality in the State of

Idaho. Our group was tasked with exploring the cost effectiveness and efficiency of different technology

solutions and ultimately recommended installing computers with internet access in public libraries as the

most economical and effective technology solution to the digital divide and inequality problem in Idaho.

Similarly, my School Evaluation Summary Report for EdTech 501 shows concern with the resource,

administrative, and support-staff side of the technological maturity of an institution. Being asked to

consider technology from a systems viewpoint was key in opening my eyes to the significance of

infrastructural and contextual factors in technology decision-making.

Standard 4.3: Delivery System Management

Delivery system management involves planning, monitoring and controlling the method by which

distribution of instructional materials is organized . . . [It is] a combination of medium and method of

usage that is employed to present instructional information to a learner (Seels & Richey, 1994, p. 51).

This includes attention to hardware and software requirements, technical support for the users and

developers, and process issues such as guidelines for designers, instructors, and Educational

communications and instructional technology support personnel.

My project for EdTech 503,Making Radio Show Bumpers: A Genre Study and Hands-On Pedagogy Unit ,

was attentive to the actual system of delivery in that I was originally intending to create my unit as an

online one, but then I realized that the computer-enhanced instruction in the face-to-face classroom was a

better way to go. Along the same lines, in EdTech 522, I created an online unit of instruction using

Moodle, Whatever happened to books? ELA and Multimodality in the 21st Century. The specifications

of the Moodle delivery system were very much at the forefront of the planning and instructional design

process, since I am more accustomed to using Blackboard, but felt that Moodle was a superior product
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and wanted to try designing with it. I have since integrated this module into my course on educational

technology for pre- and inservice English teachers, where I have adapted it to Blackboard. Unfortunately,

the original course created in Moodle Sandbox no longer exists, but you can view the nearly identical one

I am currently teachinghere.

Standard 4.4: Information Management

Information management involves planning, monitoring, and controlling the storage, transfer, or

processing of information in order to provide resources for learning (Seels & Richey, 1994, p. 51).

Information is available in many formats and candidates must be able to access and utilize a variety of

information sources for their professional benefit and the benefit of their future learners. The Zotero

Library Assignmentfor EdTech 501 involved learning to manage scholarly resources and research items

culled during the instructional design process. Similarly, the Diigo assignment (andclass group)in the

same course suggested an alternative and collaborative way to research, share resources, and construct

knowledge electronically. While I was already using Zotero and Diigo for my own work by the time I wasre-introduced to them in EdTech 501, these refreshers helped me see ways to utilize both tools more

fully. I have subsequently revised my assignment for using Diigo in my own classes to be more like the

one in EdTech 501.

Standard 5: Evaluation

Evaluation is the process of determining the adequacy of instruction and learning (Seels & Richey,

1994, p. 54). Educational communications and instructional technology (ECIT) candidates demonstrate

their understanding of the domain of evaluation through a variety of activities including problem analysis,

criterion-referenced measurement, formative evaluation, and summative evaluation.

Standard 5.1: Problem Analysis

Problem analysis involves determining the nature and parameters of the problem by using information -

gathering and decision-making strategies (Seels & Richey, 1994, p. 56). Educational communications

and instructional technology (ECIT) candidates exhibit technology competencies defined in the

knowledge base. Candidates collect, analyze, and interpret data to modify and improve instruction and

ECIT projects. My evaluation project for EdTech 505 began with a problemhow to improve my clients

reach to its constituency by integrating technology into its summer institutes, on one hand, and teachers

comfortability with various Web 2.0 tools, on the other. After examining the problem, alongside the

agencys goals and priorities, mission, infrastructure, resources, and constraints, we designed a

technological solution that involved integrating social media into the summer institutes. Another instance

of my use of problem analysis to determine the appropriateness of an instructional-technology solution

would be myproblem analysisfor my Online Course Design in EdTech 512.

Standard 5.2: Criterion-Referenced Measurement
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Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified

content (Seels & Richey, 1994, p. 56). Criterion-referenced assessment determines learners mastery of

specified learning goals relative to those goals (not to other learners, which would be norm-referenced

measurement). I demonstrate my abilities in designing criterion-referenced measurement in my EdTech503 project, Making Radio Show Bumpers: A Genre Study and Hands-On Pedagogy Unit, where the

rubric I designed measures the learners performance relative to criteria specified on the rubric (which

correspond to the units learning objectives). While I was developing this rubric for the EdTech program,

I was also creating a criterion-based assessment for the actual courses that I was teaching. As you can

see, therubric for the reflective essay in my undergraduate Writing Methods Coursemeasures learners

performance on the writing task against the criteria/objectives that were the focus of the instruction during

the unit. In both cases, I use these rubrics as tools for formative and summative assessment of student

learning: early on, I will develop a self- or peer- assessment activity in which students assess their own or

their peers workusing the criteria of the rubric (formative); and at the very end of the unit, I also use the

rubric to determine students performance on the final assessment in the unit(summative).

Standard 5.3: Formative and Summative Evaluation

Formative evaluation involves gathering information on adequacy and using this information as a basi s

for further development. Summative evaluation involves gathering information on adequacy and using this

information to make decisions about utilization (Seels & Richey, 1994, p. 57). InEdTech 503, Making

Radio Show Bumpers: A Genre Study and Hands-On Pedagogy Unit,I invoked the expertise of a Subject

Matter Expert (SME) during the Expert Review part of the evaluation plan. And just as I reflected upon

how to further develop the unit after receiving feedback from the SME, I would plan for similar reflection

and development after the One-to-One, Small Group, and Field Trial evaluations, which are the other

parts of the ID Projects formative evaluation plan.

The scope of my evaluation project for EdTech 505,Evaluation of the Social Media Integration Program

For the UCBHSSPs Summer Institutes, however, extended beyond that of a unit of instruction to

encompass an entire program. And while the plan was indeed to use the data gathered from the survey

of participants that we administered at the end of the institute for future program improvements (making it

somewhat formative), this evaluation was mainly summative in that it determined the value added by the

technology integration program. As I mention above, I am in the process of discussing with the program

director next steps based on this evaluation.

Standard 5.4: Long-Range Planning

Certo, et al, write that Long-range planning that focuses on the organization as a whole is strategic

planning....Long-range is usually defined as a future period of about three to five years or longer. Duringstrategic planning, managers are trying to decide in the present what must be done to ensure

organizational success in the future. (as quoted in Standards).

MyTech Use Plan Overviewassignment from EdTech 501 gave me the opportunity to familiarize myself

with the value of long-range planning by requiring us to examime several long-range technology use
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plans,. During this process, I also learned about some of the debates surrounding this aspect of

technology evaluation, including the argument that some, such as J. See (1992), make that long-term

planning is inappropriate for educational technology, given the rapid pace at which new technologies are

always emerging. Nonetheless, I did engage in some long-range planning around technology use in theEdTech 501 Digital Inequality Assignment, in which a group of students collaborated to help a

municipality or state address issues of inequity and access through technology solutions. In this case, it

only makes sense that our plan would be a multi-stage and long-term, strategic one.

Similarly, my School Evaluation Summary Report for EdTech 501 makes long-term recommendations

based on the evaluation of different aspects of technology maturity in administrative, curricular, support,

connectivity, and innovation domains. The benchmarks for the different stages of technology maturity

ranging from the Emergent Systems, through Islands of Technology, to Integrated Systems, to Intelligent

Systems stages indicate a long-range orientation to this type of planning, which I was very grateful to

have realized. Having bookended my EdTech experience with this type of evaluation at the very

beginning and the EdTech 505 Evaluation Summary toward the very end, really helped me to see the

reciprocal ways in which long-range planning and evaluation constitute and mutually reinforce the

iterative process of instructional design.

CONCLUSION

When I began the EdTech program over a year ago, I believed that -- as a teacher educator who wasentering the M.E.T. program with an already highly developed specialization in technology integration -- I

knew a good deal of what there was to know about educational technology and pedagogy. However, I

am pleased to say that I was wrong. I may have known quite a bit at the time, but I have been pleasantly

surprised in the meantime to discover how much more there has been to learn. As a result of my M.E.T.

experience, today I am able to say with great confidence and humility that not only do I better know how

to teach with technology, but I also understand the resonances of that statement. If I entered the program

with a strong sense of my subject matter and how to teach it or what Shulman (1987) calls Pedagogical

Content Knowledge (PCK) I am leavlng it with an even more solid sense of TPCK, or what Koehler &

Mishra (2009) call Technological Pedagogical Content Knowledge. Given the well designed, research-

based, collaborative, authentic, hands-on, and reflective qualities of Boise StatesM.E.T. program, I feel

that my knowledge in these areas has become thoroughly integrated over the past year and a half. Icould not have asked for (or imagined) a better outcome.

As much as I have gone deep with my knowledge and skills, I feel that I have also gone wide. Which is to

say that I was perhaps most surprised to discover the significance of the contextualizing issues

surrounding instructional technology and design. My design and evaluation experiences in the EdTech
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program have taught me that the first (and perhaps most important) step that a designer makes is usually

a backwards one. Only through the perspective gained from analyzing the problem -- be it one of

tomorrows lesson or of an entire organizations desire to work toward a certain long-term goaldoes a

designer see how to move forward. Based on that wide view, informed by analysis and acontextualizing perspective, solutions can be designed, developed, implemented, and evaluated, and so

on, and so on.

I hope that this essay and portfolio give some indication of the scope and depth of the knowledge, skills,

and dispositions that I have developed through my experience in the M.E.T. program and of the depth of

my gratitude for the quality instructors and learning experiences that it has been my pleasure and

privilege to enjoy these past five semesters.


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evaluation. Upper Saddle River, NJ: Pearson Education.

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of

instructional development, 10 (3), 2-10.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?

Contemporary issues in technology and teacher education, 9(1), 60-70.

Lohr, L. (2008). Creating graphics for learning and performance: Lessons in visual literacy(2 ed.). Upper

Saddle River, NJ: Merrill.

Molenda, M. 2004. The ADDIE Model. In A. Kovalchick & K. Dawson (Eds.), Educational technology:

An encyclopedia(pp. 7-9). Santa Barbara, CA: ABC-Clio.

See, J. 1992/2001. Developing effective technology plans. The computing teacher, 9(8). Retrieved from

http://www.nctp.com/html/john_see.cfm.

Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of a field.

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Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard educational

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