What Leads to LearningComment by Kerry Rice: Overall, the writing is much improved. You are now well-positioned for the final faculty review. There are still some instances where a direct connection between the standard and the artifact is not made. I've added some specific comments below that should help guide you as you complete your final revisions. Please review ALL of your descriptions to make sure they include language that relates the rationale back to the criteria in the standard.Mariel Zamora 2nd Grade Teacher, SST Coordinator, and Technology Team MemberJuly 5, 2015

Introduction My name is Mariel Zamora, and I am from Atwater, California. I currently teach second grade for a small rural school district in Cressey, California. We serve about 325 students and are a K-8 district. We are beginning our 3rd year of using a digital program with our students, all of whom are on devices for the entire curriculum. Our 4-8th grade students use Samsung Chromebooks, and our K-3 students use Chromebooks and Samsung Tablets. I am excited as I complete the EdTech master's program this summer semester, and I am also looking forward to all the new instructional tools and strategies I have gained throughout the program that I intend to use in my classroom. As of now, I am part of the technology and leadership team for my site, which includes conducting trainings for teachers using Google Drive as well as troubleshooting technical problems with student and staff devices. The purpose of this paper is to provide evidence of mastery of each standard through the completion of the artifacts listed and described. Each artifact will show my development of knowledge, theory, practice, and achievements gained throughout each course. Through this paper I will also show how my understanding about the importance of integrating technology in education has transformed my teaching and outlook on creating a student-centered learning environment that incorporates all of the vital 21st Century Skills. In order to show mastery of each AECT standard, each standard will be listed with indicators that describe the selected artifact. Standard 1: Content KnowledgeCandidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.Indicator: CreatingCandidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches. Edtech 503: Instructional Design Project (Learner Analysis) The Instructional Design project that I created was based on the webtool Bio Cube and demonstrates my ability to complete the instructional systems design process. I was able to design instructional materials that are more efficient and effective for students to acquire the skill of creating a historical timeline. Additionally, I used the five phases of the ADDIE model that include Analysis, Design, Development, Implementation, and Evaluation to help design effective training of the web tool Bio Cube (Davis, 2013). Within the Analysis phase of the ADDIE model, I was able to complete a needs assessment. This determined what previous knowledge, skills, and accommodations were needed. The completion of the analysis helped me to develop learning objectives and implement instructional strategies for students success. Following completion of the project, I evaluated the results with my administration in order to support the use of Bio Cube as an effective timeline tool within my second grade classroom.Edtech 502: Virtual Field TripThe Virtual Field Trip was created using Adobe Dreamweaver. It uses multimedia resources and gives users an opportunity to experience an educational tour guided through the Internet. The Virtual Field Trip was designed using HTML and CSS. It also required me to design several webpages that are linked together using a navigation menu in order to specify how students will learn the content. Students are guided to Plymouth, Massachusetts, Plimoth Plantation, The Mayflower, The Wampanoag Home Site, and Pilgrim Hall Museum. Students worked in collaborative groups on the virtual field trip in my primary classroom during a unit on Americas early settlers. This artifact demonstrates my ability to use a variety of systems so students can have the ability to find and evaluate information effectively. I was also able to select a variety of instructional strategies including videos, maps, photos, slideshows, and virtual tours that are appropriate for the different learning characteristics of my students.

Indicator: UsingCandidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy. Edtech 521: Polygon Online lessonThis artifact on Polygons was created to be an asynchronous lesson for a blended-classroom learning environment. The technological resources within the asynchronous lesson help students learn about polygon attributes through different forms of communication. Students can explore polygons through videos, song, online demonstrations, online tutorials, and an online art tool to create polygons. I provided this lesson to my students on our classroom website. Fortunately, students were highly engaged and excited to finish this lesson. Furthermore, they were collaborating and engaging in communication with their peers online using chat tools, and their performance assessment scores were all 80% and above-an improvement from the traditional curriculum assessment. This artifact demonstrates my ability to select and use integrated technologies to deliver content using various forms of media. These integrated technologies allowed me to integrate interactivity through audio, video, and the Internet activities.

Edtech 521: Netiquette Scavenger HuntThe Netiquette Scavenger Hunt was created using Google Forms so that students could learn about online safety and citizenship. This demonstrates my ability to apply appropriate online media tools in order to enhance students knowledge on Netiquette. Students used online web tools, videos and a Google Form to build upon their knowledge of netiquette. The inclusion of a Google Form allowed me to gather real time data on students understanding of the concept within a virtual spreadsheet. In my second grade class, it helped set a tone for student behavior within an online learning environment as well as guide students in their continued development of an online community in the classroom (Rice, 2012).

Indicator: Assessing and Evaluating Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials. Edtech 503: Instructional Design ProjectThis project is based on Bio Cube and demonstrates my ability to select appropriate evaluation methods in order to determine if a web tool is effective in meeting instructional needs. The needs assessment helped within the design phase of the ADDIE model in order to select the appropriate instructional strategies that best met the identified characteristics of learners and the learning context (Davis, 2013). Within this phase, learning objectives and the task analysis were designed. The assessment data was also shared with my administration after completing the project in order to discuss integrating Bio Cube as a web tool for creating historical timelines within second grade. Students also participated in the task analysis flow charts in order to determine their effectiveness and efficiency. My district decided that this web tool will be used in second and third grade. This data was shared with the second and third grade teachers as an effective strategy in order to use Bio Cube to create historical timelines, and all teachers at those grade levels have since integrated it into their classroom instruction.

Edtech 541: Instructional SoftwareThis language arts Instructional Software Presentation created in Edtech 541 exemplifies my ability to select a variety of media software to assess how effective these tools are in supporting learning and instruction. The presentation was designed to provide students with the opportunity to use web tools and technology devices in order to attain the skills of spelling, vocabulary, and comprehension. It highlights five categories of instructional software: Drill and practice, tutorial, simulation, instructional games, and problem solving (Roblyer & Doering, 2013) along with the relative advantage for each. Students use many of the instructional software tools that the presentation provided as extra practice and support, both at school and at home. The instructional software tools that were not helpful for my students were replaced with other instructional software tools to better meet the needs of the individual learner.

Indicator: ManagingCandidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals. Edtech 521: Interview tool: Students All About Me This survey was created as an interview tool for my second graders. Students completed questions about what motivates them, and I used that feedback to guide decision-making in choosing the best instructional tools for individual students. It also allows for open communication with students in order to develop relationships and build a genuine classroom community (Rice, 2012). Using this tool has helped shape my blended classroom environment and set up successful relationships with my students. It has helped create an environment in which students assist in shaping what kind of learning environment they would be most successful in and one in which I could facilitate their success. Through this process, I have proven that I can utilize technology to manage both students and infrastructure in my classroom.

Edtech 521: Interview tool: Parent SurveyThis survey provided me with information about students from their parents perspective, which opened lines of communication with parents and illustrated that they also play a valuable role within the learning process. The information helped identify what parents felt about the blended learning environment and what they believed their students needed in order to be successful. It also helped manage parents involvement within the classroom. I used this survey to gather parents opinions about their childs strengths, social and health needs, and parental goals for student learning. This yet again illustrates how I have mastered the use of technology to manage people as well as processes in my everyday work flow.

Indicator: Ethics Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

Edtech 502: Copyright Scavenger Hunt This activity supports students in understanding the importance of copyright, fair use, and plagiarism. Students worked collaboratively and answered questions as they completed the scavenger hunt in order to check for understanding. This scavenger hunt enabled my students to follow a code of conduct as they continued to use the internet for research and information throughout the course of the school year. As an educator who is constantly using the web for information and images, it is important I demonstrate appropriate copyright and fair use to be a good example for my students and colleagues. This demonstrated my ability to appropriately select instructional media to inform students about the rules of copyright law, fair use, and plagiarism in order to encourage compliance (Association for Educational Communications and Technology [AECT], 2007). Edtech 505: Final Evaluation Report.The Code of Professional Ethics has principles designed to help individuals maintain professional standards of conduct at a high level. The final evaluation project evaluated the effectiveness and efficiency of Pearson's Online Digital Path program. The completion of the evaluation project aided me in selecting materials used within my school district and in determining their effectiveness in the blended learning environment that my students encounter on a daily basis. The final evaluation report also helped ensure that I am maintaining professional practices when using technology. Lastly, this project provided me with the opportunity to demonstrate that I can conduct research using acceptable guidelines for citing sources where ideas and works were used in the completion of my paper.

Standard 2: Content Pedagogy Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

Indicator: CreatingCandidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.Edtech 503: Instructional Design Project (Instructor Guide)The Instructional Design project I produced is based on the web tool Bio Cube. Creating the Instructors Guide demonstrated my ability to design appropriate print technology materials to deliver the content and instruction effectively. The Instructors Guide allowed me to gain learners attention and establish learning goals. Specifically, the body of the guide helped me recall students previous knowledge, integrate appropriate learning strategies, and guide students through independent practice. The final part of the Instructors Guide demonstrated my ability to apply the evaluation phase of the ADDIE model and engage in a reflective practice of the learning that occurred (Davis, 2013).

Edtech 504: Constructivism within Instructional DesignThe following paper is a final synthesis on learning theories and their connection to technology. My paper focused on the learning theory of Constructivism and its influence on instructional designers and not the design process itself (Smith & Ragan, 2005). Through my research I concluded, as stated by Trudy Christensen, that the instructional design process is not a one-size-fits-all formula (Christensen, 2008). The paper illustrated my ability to apply the Constructivism theory when selecting the appropriate technology tools for my students. The paper also demonstrates my ability to take information from the needs assessment and combine it with my prior knowledge of different learning theories to create a successful learning environment.

Indicator Using: Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy. Edtech 513: Digital StorytellingThe following digital story is based upon a personal experience of becoming a Godmother. I wrote this digital story for the purpose of sharing how these events took place and changed my life. In order to create this digital story, I used Camtasia. Creating this digital story allowed me to demonstrate and teach my students about the Personalization Principle because the narration style is conversational and invites the listener into a more human-to-human experience (Clark & Mayer, 2011). In order to apply this Personalization Principle within my classroom, I would have students create digital stories within the content area of social studies. Students would create digital stories on historical figures in the first person point of view. This would further their understanding of the Personalization Principle by having them include conversational narration. Additionally, the narration includes words such as I to engage the listener. I was also able to demonstrate the use of audiovisual technologies so that I could make a recording that highlights a real life experience. The digital storytelling displays my ability to create a script, engage in video editing, and apply the Personalization Principle. Edtech 521: Polygon Online lessonThe following lesson on Polygons was created to be an asynchronous lesson for a blended classroom learning environment. My 2nd grade students were required to navigate to the classroom website and complete the different technology based activities in order to meet the objective of identifying polygons and their attributes. The creation of this online asynchronous lesson enabled me to facilitate learning within my second grade classroom environment, and it demonstrated my ability to develop instructional materials for distance learning. I was also able to integrate telecommunication tools within the lesson in order to create an effective web page for instructional use by including appropriate links to content on polygon, audio, and video instructional materials. By completing the lesson my students were able to take on an active role and responsibility in their learning. All in all, each activity in the lesson empowered my students to engage in the 21st Century skills of collaboration, communication, creating, and critical thinking. Indicator: Assessing and Evaluating Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practiceEdtech 502: Lifecycles WebQuestThe WebQuest was designed to teach students about life cycles. Upon completion of the WebQuest, students acquired knowledge of how living things grow and change, and they learned about the different life cycles of various species. Throughout the activities students were engaged in higher level thinking activities of analysis, synthesis, and evaluation. So that students could be involved in an inquiry process, I required that they conduct research on search life cycle and complete a life cycle guidebook within collaborative groups. Moreover, students made a Pixton comic strip focusing on two life cycles, and they formulated collaborative Google Presentations that analyzed and evaluated the similarities between two life cycles. Through these activities, I evaluated instruction effectively by using rubrics. Each group was able to present their Google Presentation and save their Pixton Comic strips, which they could add to their digital portfolios as an assessment artifact. This WebQuest demonstrated my ability to effectively use integrated technologies in order to deliver content through several different types of media within one webpage. Equally important, it shows my competency for creating an activity in which students have control over their ability to navigate the Internet for the purpose of engaging in an inquiry process on life cycles. In order to reflect on the effectiveness of the WebQuest, I went through it with my Instructional Coach and engaged in discussions on what worked, what I could do differently next time, and if any of the activities needed to be removed or completely revised. I also engaged in reflective conversations with students through each stage of the WebQuest so I could get their opinions about how the WebQuest was progressing, where they were successful, and what struggles they may have had. Following the completion of the WebQuest and seeing what needed to be changed, I decided to do further research on ways that I could have second graders be successful in this type of activity. As a result, I discovered that students are successful working in collaborative groups and they are more successful when given time to reflect immediately after each activity so that adjustments can be made before progressing.

Indicator: Managing Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy. Edtech 502: m-learning activityThe mobile learning activity focused on The Monterey Bay Aquarium. Students completed it on the device of their choosing. This activity demonstrated my ability to create a supportive and flexible learning community. By creating this mobile activity, I was able to demonstrate Responsive Web Design and how this can help make mobile content easy to read and navigate on a device of any size (Responsive Web Design, 2013). Edtech 513: Podcast SST processThe podcast was designed to inform parents, teachers, and students about the Student Study Team (SST) process within my school district. I am the current SST coordinator for my school district, and as part of the technology team for my district, I am responsible for transitioning many of our resources and services to an online format. In the podcast I discussed how parents and teachers who have concerns about a students academic or behavioral progress can begin the process of the SST. The creation of a podcast demonstrated my ability to create a flexible learning environment for parents and communities to understand the SST process within our school district. Offering a podcast of the service and posting it to our district website answers many questions from parents and teachers. I also demonstrated a supportive learning environment because teachers and parents can access this podcast at any time they need the information. Indicator: Ethics Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community. Edtech 541: Art, Music, Physical Education Content AreaThis activity was developed to focus on teaching sequencing to second graders. However, in order to bring attention to diversity, the content areas of art, music, and physical education were also incorporated. Students participated in several activities across these different content areas so they could understand how sequencing helps put events, ideas, and objects in order. This demonstrated my ability to emphasize diversity by including a varied selection of videos, art and physical activities that were based upon the needs of my students prior knowledge, cultural attributes, and learning accommodations. I had the opportunity to use this with students when reinforcing the skill of sequencing. It also demonstrated my ability to select appropriate media for cross curricular activities in order to provide extra support and reinforcement on the concept of sequencing.

Standard 3: Learning Environments Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

Indicator: CreatingCandidates create instructional design products based on learning principles and research-based best practices.Edtech 513: Worked Screencast Proper NounsIn the following I created an activity called worked screencast on proper nouns for my second grade classroom where they received step-by-step instruction on proper nouns and then applied this instruction through independent lessons on my classroom website. This worked screencasts demonstrated my ability to help reduce excessive cognitive load according to Swellers description of the Borrowing and Reorganizing Principle. To follow the Borrowing and Reorganizing Principle, I designed the worked screencast so that students could borrow knowledge on proper nouns and then transfer it to their long term memories (Sweller, 2004). For this reason I designed the worked screencast so that students could borrow knowledge on proper nouns and then transfer it in their long term memory (Clark & Mayer, 2011). It also made the content available to them at any time so that they could revisit the information as many times as necessary. This also demonstrated my ability to create a worked screencast that modeled the thinking process of how to identify proper nouns. Edtech 501: RSS in Education The completion of this assignment provided me with a deeper understanding of what RSS technology is and how it can build upon students collaborative practices with myself and their peers. The following screencast highlights several ideas of how I am using RSS in my classroom. For example, I implemented RSS in my second grade classroom last school year by having students subscribe to each others weblog. This demonstrated my ability to manage my students weblogs and engage in collaborative communication with students. This displayed my ability to implement a syndication services as a collaborative tool that develops the relationships between my students and myself. We engaged in activities of describing, explaining, understanding, and reflecting that developed teacher and student relationships (Lee, Miller, & Newnham, 2008). The screencast demonstrates my ability to design a tutorial for using RSS within the classroom as a collaborative tool. Additionally, It builds upon the theory of Constructivism in the sense that learners actively create knowledge by participating in collaborative learning environments (Lee, Miller, & Newnham, 2008).

Indicator: Using Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices. Edtech 541: Internet for Instruction This project I created was for second grade Language Arts. Specifically, students created a biography within a collaborative group and participated in a shared research project on Helen Keller. Specifically, students used different interactive web tools to create an online timeline, engage in a virtual tour, and learn about the alphabet through sign language. This activity shows my ability to select appropriate resources for students to work collaboratively and build upon their communication skills as they navigate and complete the assignment. Likewise, it also demonstrates my ability to select appropriate web tools for student use by following the principles of Social Activism learning theory. I illustrated this theory by having students engage in activities that were hands-on, experience based, and collaborative (Roblyer & Doering, 2013).Edtech 541: Community Building The lesson of community building and social networking tools was designed to connect and have students network to a learning environment outside of the four classroom walls. Students worked in collaborative groups to understand the elements of a fairy tale, and they shared their findings with the entire class on a Padlet. Additionally, they worked together to create a narrative of their own fairytale that was posted to the class Edmodo page. This collaboration between students demonstrated my ability to design and select appropriate resources for students to build upon their knowledge based upon The Social Activism Theory. For instance, this was shown by including activities that were hands-on, experience based, and required students to work together (Roblyer & Doering, 2013). The web tools that students used required them to collaborate and build a community within their classroom. One such activity occurred when I had students participate in Skype where they collaborated and worked with other classrooms.

Indicator: Assessing/ Evaluating Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment. Edtech 505: Request for ProposalThe request for proposal was an activity to provide the primary stakeholders of Far West Laboratory information and recommendations on the marketing and sales of the DIP training program. The completion of this evaluation proposal illustrated my ability to collect data in order to determine if the training program would be efficient for the instruction of the intended participants. I was also able to demonstrate the use of several different types of assessments in order to collect data from intended participants. This was shown by requiring me to plan out how to collect data from surveys, interviews, and focus groups. The evaluation proposal, moreover, gave me experience in creating an outline of evaluation methods, a task schedule, a proposed budget, pre assessments, and post assessments that determine the effectiveness and efficiency of the proposed training program. I was able to take the skills acquired from completing this activity and apply them to the evaluation that I conducted on the online digital program for my school district, demonstrating my ability to collect data and analyze the data in order to aid in the decision making of improving instructional practices for the proposed training program. Edtech 554: Strategic Change Leadership This assignment focused on how change is impacting me as an educator and the educational environment I work in. I completed this evaluation of myself using the Concerns-Based Adoption Model (CBAM). Through the assessment I was able to collect data on how to effectively implement changes that are happening with the integration of technology in my school district, how to be an educational leader who is willing to support and value change, and how to be the kind of leader willing to take risks and persevere through all challenges. The analysis of this assessment data showed my ability to make decisions that would improve my instructional practice using technology and my classroom learning environment. This was evident through the technology based educational goal I developed for my classroom. For example, I included this personal evaluation within my final conference with my administration and was able to decide the technology and educational goals that I plan to incorporate in my classroom next school year.

Indicator: ManagingCandidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance. Edtech 501: Tech Trends AssignmentThe purpose of this assignment was to research and learn about different tech trends and relate them to my experience as an educator. The research allowed me to demonstrate how to maintain the learning analytic program that is part of my current curriculum. I was also able to get a better understanding of students learning habits and make instructional decisions to support their success (Becker, 2013). Therefore, I was able to develop new ideas on how to better use this technology in my classroom and support my students academically. One way that I have been using the learning analytics for my students is through the instant feedback they receive after an assessment. This feedback improved my students attitudes towards the intervention assignments they received following the reports generated from the learning analytics. By implementing this tech trend, I demonstrated my ability to identify at-risk students and assisted with setting individualized learning paths.

Indicator: EthicsCandidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to resources. Edtech 502: Copyright Scavenger HuntIn order to guide ethics, best practice, and Fair Use, I created a copyright scavenger hunt that my students completed in collaborative groups. Not only did this assist my students in setting a foundation for developing guidelines within the classroom, but it was beneficial to me as well. When developing this scavenger hunt, I was able to illustrate my ability to create goals for myself, to be an example for my students, and to engage in best practices and ethics. I did this by creating multimedia units for them by incorporating technology based lessons that discussed best practices and Fair Use. I also modeled for students the process of using resources for educational purposes and giving credit to the appropriate person In order to evaluate students, I had them engage in a whole group discussion, reflecting upon what they had learned and what steps they could take to ensure that best practices are being enforced. Indicator: Diversity of Learners: Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities. Edtech 513: Worked Screencast Proper NounsThe worked screencast was created for my second grade classroom in order to provide step-by-step instruction on proper nouns. This worked screencast empowered students because they had to independently complete the lesson from the screencast and had to demonstrate their abilities to navigate to my website to complete the independent activity. Whats more, I showed that I could foster a learning community that would empower students with all of their different learning characteristics and skills to be successful by incorporating the Multimedia and Contiguity Principles (Clark & Mayer, 2011). First, when I was creating the presentation, I planned the content and images that would be used at the same time and how they need to work together. I also represented the Multimedia and Contiguity Principles by selecting images that have meaning connected to the content being taught (Clark & Mayer, 2011). Therefore, all 20 students were able to successfully complete the worked screencast and the independent activities they submitted to me once they were finished. After evaluating their submissions, all students finished the activity with an average score of 85% or higher compared to prior proper noun worksheets where only about half of my students were scoring 85% or higher.

Standard 4: Professional Knowledge and SkillsCandidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

Indicator: Collaborative PracticeCandidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners. Edtech 521: Netiquette Guidelines Emerald Group This assignment demonstrated my ability to collaborate with some of my classmates for the purpose of developing an outline of netiquette guidelines. Within the guidelines we defined the term netiquette and the rules for online behavior, emails, chatting and texting, discussion boards, online work, collaboration, and disciplinary procedures. In order to create this collaborative document, we shared a Google Doc. Once we shared some rough draft ideas, my classmates and I held several google Hangout meetings so that we could develop the final content on Netiquette rules for students. Throughout our online discussions, I was able to demonstrate my ability to evaluate what points would have a positive impact on primary learners by creating activities my students completed in order to learn about Netiquette.

Edtech 521: Netiquette Presentation Emerald GroupFollowing our outline of netiquette guidelines, we collaborated on taking our outline and turning into a Google Presentation. The result from our collaboration was a Google Presentation that covered a wide range of grade levels and contained a list of mandatory guidelines. By creating a Google Presentation, I demonstrated my ability to collaborate with my peers and design instruction. This part of the collaboration with my peers allowed for me to demonstrate my ability to analyze the learners and their needs. I was able to demonstrate that I could engage in a collaborative working relationship with my peers that resulted in a Netiquette presentation for primary and secondary students. Equally importantly, through this analysis I was able to help design a presentation that would teach my second graders about Netiquette using interactive videos and voice instructions.

Indicator: LeadershipCandidates lead their peers in designing and implementing technology-supported learning.Edtech 521: Polygon Online lessonThis asynchronous online lesson was created for students to learn about polygons and to identify their attributes. This lesson demonstrated that I could create a technology-supported learning activity because it requires students to use the online resources so they could gain a deeper understanding of polygons. The polygon online lesson demonstrated that I was a leader because I was able to present it within my school district as an example to my colleagues of how to design and implement a technology supported lesson on our classroom websites. For the aforementioned reason this activity was part of my professional development with my administration. I was able to show evidence of what my students had completed and to provide examples of their performance assessments from the online lesson as evidence of meeting the California Standards for the Teaching Profession.

Indicator: Reflection on Practice Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.Edtech 542: PBL Unit: Were Nuts about BeesThrough the creation of the Project Based Learning unit, I was able to construct a project for my students that was student-centered, meaningful, had a real world connection, integrated technology, and addressed California Common Core Standards. Furthermore, the PBL unit demonstrated my ability to reflect on the effectiveness of the unit through conversations with colleagues as well as with my administration about my PBL experience. I assigned my students a final reflection in which they considered what worked, what didn't work, and if there was anything that made them uncomfortable. The data collected from their reflection provided me with cross-examination of the project and helped me to analyze each aspect regarding what I felt worked, what didnt work, and what learning was achieved by students. The reflection and examination of the PBL experience provided the most meaningful data about the effectiveness of the unit and what changes I could make in order to enhance student learning next year.

Indicator: Assessing/Evaluating Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.Edtech 505: Final Evaluation ReportBy completing the final evaluation report, I demonstrated my ability to assess data that I later used to establish learning goals for my school districts online curriculum. The completion of the final evaluation report demonstrated my ability to design and implement evaluation plans. Additionally, I was able to determine that the Pearson Interactive Digital Curriculum was effective and efficient in meeting the California Common Core State Standards because of students assessment scores of 80% and above. In order to gather data, I spoke with teachers from each grade level and went through the survey with them. Following these interviews, I illustrated my ability to analyze the data to form conclusions on the efficiency and effectiveness of using online curriculum within the classroom. There was also beginning-of-the-year and end-of-the-year assessment data that aided in the analysis process. Once all the data was evaluated, I worked with administration, the curriculum specialist, and teachers to set learning goals for each grade level in order to determine the most effective and efficient use of the program. This showed my ability to create instructional goals for using the online program. The instructional goals that I set helped teachers to efficiently use the online curriculum within the classroom. I was also able to demonstrate my ability to implement assessment plans and goals with my colleagues so that we could continue to monitor the effectiveness of the program and students success.Indicator: EthicsCandidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting. Edtech 502 Netiquette: Using HTML and CSS, I created this webpage of rules in order to guide elementary students through digital safety and courtesy while online. Furthermore, Netiquette page also provides 5 reminders for students about appropriate conduct to have while online not only for their safety but for the safety of their peers. Developing the netiquette page, I demonstrated my ability to apply guidelines for appropriate ethical behavior when my classroom is online. As my students work in a daily online blended learning environment, it is important for them to have guidelines during their online interactions that will provide them with safety, responsibility, respect towards others, and courtesy. Through developing these Netiquette guidelines, I also showed my ability to create appropriate guidelines based upon the diversity of my students and their needs.

Standard 5- Research This standard will demonstrate my ability to explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.

Indicator: Theoretical FoundationsThese activities will demonstrate that I have foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.

Edtech 504: Learning Theories: Social Activism I wrote this paper to provide an overview of the major principles, to identify the contributors, and to provide an appropriate application model for the learning theory of Social Activism. The Social Activism Theory is defined as an individual process developed through social experiences and hands-on activities that are based upon real life issues and problems (Roblyer & Doering, 2013). This paper illustrated my ability to conduct research and relate it to current educational technology. I was also able to demonstrate my ability to research the history of Social Activism and what major theorists, such as Lev Vygotsky, Jean Piaget, and John Dewey contributed to the theory. In the paper I showed my ability to relate this theory to educational communications and technology by incorporating Project Based Learning projects in my classroom that prompted learners to construct solutions based upon the driving question within a project.

Indicator: MethodThis will demonstrate my ability to apply research methodologies to solve problems and enhance practice. Edtech 554: Privacy, Permission, Digital Footprints Working in a collaborative group with my classmates, I researched several different resources on creating an acceptable Social Media Policy. By developing a Social Media Policy, I illustrated my ability to create appropriate guidelines for educators and staff within my school district. For instance, the policy I created for my school district covered social media tools such as Facebook, Twitter, and Instagram. Additionally, I showed my ability to research methodologies used to gather information on ensuring that staff members protect students according to CIPA laws. I also used the Creative Commons website, Fair Use Guidelines provided through Stanford University Libraries, and FERPA in order to gather enough information to create my school districts policy. Following the research, I demonstrated my ability to collaborate with peers for the purpose of designing and creating our own Social Media Policy for the course. In discussions with my administration, I presented the policy for use within my school district as an update to the previous Social Media Policy. Indicator: Assessing/Evaluating This will demonstrate my ability to apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. Edtech 501 School Evaluation Survey & Edtech 501 School Evaluation SummaryI completed the following school evaluation survey and summary for my district. The survey demonstrated my ability to synthesize my school districts technology environment by using the Technology Mature Benchmarks. Completing the summary was informative because I saw how my district matched up to the descriptions of different rankings within a filter. By completing the survey and the summary, I was able to demonstrate my ability to evaluate my district's performance in areas where they were successful and those that needed improvement. Through completing the summary I illustrated my ability to design trainings, which has been an issue that my district has been working on. As part of the technology committee within my district, training is an area that we discuss regularly and try to improve with all staff. The results of this survey were shared with my administration and allowed me to engage in discussions regarding the need for modifications as technology continues to develop.Indicator: EthicsThis will demonstrate my ability to conduct research and practice using accepted professional and institutional guidelines and procedures. Edtech 505: Final Evaluation ReportThe completion of the final evaluation report for my school district on the Pearson Interactive Digital Curriculum was very informative. I was able to demonstrate my ability to conduct research by gathering data on students benchmark and baseline assessments within each grade level. I was also able to demonstrate using appropriate professional guidelines by setting goals that were determined and agreed upon by all major stakeholders. It was beneficial to go to my administration and engage in discussions about the evaluation throughout the entire process. Also, by having regular meetings with administration and my curriculum specialist, I was able to gain access to my school district's data in order to get a more valid set of conclusions about the program. From this process I learned that it is highly important to have various data sources so that a more accurate representation of the programs effectiveness can be evaluated. Finally, completing the evaluation project, I demonstrated the ability to conduct research so that I could complete another evaluation for my school district in the future.

Conclusion I have sincerely enjoyed my experience in the Boise State Masters in Educational Technology Program. One important lesson that I learned from the program was that technology should not just be used for the the sake of technology; rather, technology in the classroom is a tool that can enhance students communication, collaboration, problem solving, critical thinking, research, and the overall effectiveness of classroom instruction. Through the use of technology, students can take an active role and responsibility in their learning. Furthermore, technology empowers students to become 21st Century learners who will be prepared to be productive in the future global economy. I am convinced that the completion of this program has made me a better teacher because it has provided me with the opportunity to become a 21st Century leader who facilitates change in order to help students be successful. It has also provided me with a vision that I work towards on a daily basis within my classroom and for my students. For example, I have shown this in the past two years by integrating technology into my classroom in order to create a student-centred environment as well as a paper lite environment. Moreover, the program has facilitated in developing my communication skills with students, parents, administration, and community members, which has further elevated my confidence for using technology within the classroom. I have had several opportunities to present at numerous educational technology conferences throughout California and most recently in Idaho. Overall, the Masters in Educational Technology program has helped me to become an authentic teacher and 21st Century leader who is held accountable for my choices and actions within the classroom.

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