Rationale Paper

Reflection and Analysis for Masters in Educational Technology Program

BOISE STATE UNIVERSITY

September 9, 2014
Authored by: Aaron Nelson
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Introduction

Studying for my Masters in Educational Technology degree at Boise State University was one of
the best choices I made. I decided to get the degree for several reasons. While in library school,
I realized that things had changed. No longer were libraries just about books. A few visits to
academic libraries made me realize the importance of technology. It was everywhere: robots that
checked out books, 3-D printers, and technology help-stations were a few things I spotted. Jobs
that were nonexistent in libraries a generation ago were found everywhere. It made sense. When
I thought about my first time I used the internet it was at the bottom of the Weber State
University library. Technology and libraries have always made the perfect fit.
Academic libraries are still a central part of the campus. After my Masters in Library Science
degree from Emporia State University, I noticed that a fellow librarian who I really admired had
signed up for courses at Boise State University. When I spoke with the admissions adviser for
Boise State University, I was sold. I realized that the degree would put me in a prime spot for
developing skills for educational tools that are used on university campuses. I realized that the
ideas and theories gained through an MET degree could be used in any library settingjust not
academic. As a solo librarian, the degree was especially useful. Since entering the program, the
responsibilities of my job have increasedas has the respect for what I do. When I think of all
of the tools, ideas, and advice that Ive provided to my college, Im astounded.
I have always been passionate about librariesbut this degree enhances and encourages the
passion into a whole different realm. This degree has given me the power to provide the answers
to a changing industry. No longer am I a spectator in the changing world of libraries. Im a
voice that carries credibility.
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Below are the five AECT Standards that have been created. Meeting these standards shows the
competency of graduates within the Boise Stated Educational Technology program. I will
explain each standard, showcase work that meets the requirement of each standard, and explain
why the specified work meets the standard.
STANDARD 1 Design candidates demonstrate the knowledge, skills, and
dispositions to design conditions for learning by applying principles of
instructional systems design, message design, instructional strategies,
and learner characteristics.

AECT Standard 1.2: 1.2 Message Design
Message design involves planning for the manipulation of the physical form of
the message.

The idea of gaming in education is fascinating for anyone who studies the subject. From the
outset, I had decided that this was a course I definitely was going to take. I will admit, Im not a
fanatical gamer. My knowledge of gaming went back to the 80s when Atari, Pac-Man, and
Mario Brothers were the rage. The class didnt disappoint. It was easily one of my favorites.
Every Wednesday we would meet on the Boise State University Ship in Second Life. I
realized early on that the virtual world didnt matter. The point that Chris Haskell was trying to
convey, was that virtual worlds and gaming have an exciting future in education. Badges,
competency based learning, and collaboration through using avatars helps learners to understand
real life situations and tools. I realized during the course, two things:
1. Virtual online libraries have a place inside virtual worlds such as Second Life.
Knowledge and information services have a bright future in these forums. I thought one
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of the coolest worlds that we visited was the American Cancer Society world. Inside of
the world was a virtual library.
2. There is more design and thought behind a course in a virtual world than one might
imagine. Often, I had to plan for the manipulation of the physical for of the message
before I introduced it into the virtual world. Often, we were required to present and
showcase our work.

Me inside Second Life

Instructional strategies are specifications for selecting and sequencing
events and activities within a lesson.

Often I was required to sequence and select events and activities within a lesson. This is
important for several reasons. I learned through several courses as a student that the order and
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organization of activities and learning modules affected the way that I processed and retained
information. As a designer, its imperative to keep this in mind.
An activity where I learned how to sequence and organize activities and events occurred in the
533 YouTube for Educators course. The assignment called for the learner to examine a series of
videos on YouTube and show a physical slide show on paper. As part of the assignment, the
learner had to select and sequence a timeline of events. For my assignment, I picked the Spanish
Flu. In the sequence, I also included annotations, designs, and effects within the YouTube video.
The final product showed a good organization.
As a designer, this specified assignment also showed me how to sequence events. Too often, we
develop and then implement without giving any analysis or design into our projects. To sit down
and think of ways that we can make our assignments and modules more effective should be the
main goal of any designer and developer. Unfortunately, as many designers can attest, time
constraints and deadlines often interfere with quality.
1.4 Learner Characteristics: Voicethread Assignment 512
Learner characteristics are those facets of the learners experiential
background that impact the effectiveness of a learning process.

One thing that Ive noticed as a teacher and a student is the uniqueness of every individual.
Every assignment that I created had a little bit of my personality in it. I think the same can be
said of instructorsevery assignment ever created by them had characteristics and facets that
were unique to that instructor. I thought it was very interesting to see the different personalities
in certain courses. For instance, in my EdTech course, I knew learner characteristics and
experiential backgrounds of different people in the course. By the end, I knew who I could best
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collaborate and who I would have difficulties collaborating with. Often, we feel this way
especially in an online course. I often wondered how I would interact with many of my fellow
students in a real life situation.
An assignment that brought out different facets of the learners experiential background occurred
in a Voicethread activity. I used Voicethread several times throughout my time. One thing that I
liked about VoiceThread, is the experience learners and instructors receive when they use the
product. The listener and user is able to see different experiences and backgrounds in the
assinment. My perspective as a librarian might be different than someone who came at the
assignment from the perspective of an instructor. Furthermore, I think that its important for
instructors to keep learner facets and experiences in mind while creating certain modules and
assignments.
STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge,
skills, and dispositions to develop instructional materials and
experiences using print, audiovisual, computer-based, and integrated
technologies.

2.2 Audiovisual Technologies
Audiovisual technologies are ways to produce or deliver materials by using
mechanical devices or electronic machines to present auditory and visual
messages.

Using audiovisual tools and technologies are very important. I used various tools and equipment
during my time at Boise State including YouTube, Audacity, Vimeo, Windows Moviemaker,
Camtasia, and Adobe Premiere. Often, many instructors fear using audiovisual equipment.
However, I found that you dont necessarily have to have a complicated editing system in order
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to produce a good audiovisual message. A good message can be made with many different
products.
I had two courses that focused on using audiovisual technologiesEdTech Multimedia and
YouTube. By the time I was done with both of these courses, I was able to create MP3s,
MP4s, YouTube channels, podcasts, and various other materials that connected me to others.
Furthermore, I was able to teach other instructors how to use these audiovisual materials. There
was a huge demand for MP3s. After learning the program Audacity, I was able to teach our
instructors how to use this product. Within a week, MP3s were being received by our students.
I also found many great uses for my YouTube Channel. For instance, its very useful to send a
link full of many useful YouTube videos, rather than a link to one single YouTube video. The
uses of YouTube are tremendous. Hopefully, its a product that will be used for years to come in
education. When I began my program a couple of years ago, many instructors that I work with
feared using this tool, but within a couple of years, thats changed.
I thought the biggest challenge for me was Adobe Premiere. Its such a wonderful tool, but it
took many hours of watching instruction from www.lynda.com before I understood the tool.
As an example of standard 2.2, I have included my YouTube channel. This channel gives an
example of many of my audiovisual works that I have created. It gives examples of me
delivering and creating instructional materials in an audiovisual forum. Naturally, Ive become a
big fan of audiovisual technologies. Part of the reason why YouTube is so popular is because of
its ease.
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2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using
microprocessor-based resources.

The way humans communicate has been altered because of computer-based technologies
produced or delivered through microprocessor-based resources. During the past twenty years,
the technologies have changed our societyespecially in the education field. Through these
technologies, the way that teachers communicate, teach, and produce learning materials on
computers has become central to how they affect their students. An important part of the MET
program was learning the basics of computer languages.
Ive realized that becoming familiar and knowing how to speak computer languages are
important for upcoming generations. In a library, knowing how to build websites is important
for advertising, building databases, and connecting with patrons. I also have realized that other
programs such as WordPress, Weebly, and Wix are important as well. However, I think that the
reason why there is such an emphasis on coding is because of the essential part it plays in most
of the tools related to educational technology. Knowing the basics of the computer language is
imperative.
One of the first courses that I took was EdTech 502. During my time in the course, I produced
many webpages that I created using XHTML5 and CSS. One of my favorite pages that I created
was my website that users are able to receive a mobile tour through the City of London. The
purpose was to build an app that would be available on a mobile device. I realized the amount of
work that goes into such programing. I will admit, this was probably my most challenging class.
That being said, when I look at the amount of work covered in the course, Im very proud of my
accomplishments.
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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.

During an assignment in my 533 class, we had many brainstorming activities. During one of
these activities I created a mind map that showed all of the educational tools that I had used since
entering into the MET program. I was amazed. I realized the many ways that technology had
been introduced into my life. As the standard points out, Integrated technologies are ways to
produce and deliver materials which encompass several forms of media under the control of a
computer.
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I included the following technologies into my mind map: word processing, kinesthetic,
instructional/interactive, communication/collaborative, multimedia, learning management
systems, website creation, and database and reference. I believe that through these technologies,
Im able to deliver several forms of media under the control of a computer.
STANDARD 3 UTILIZATION Candidates demonstrate the knowledge,
skills, and dispositions to use processes and resources for learning by
applying principles and theories of media utilization, diffusion,
implementation, and policy-making.

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3.1 Media Utilization
Media utilization is the systematic use of resources for learning.

I have contemplated quite a bit concerning libraries and the implementation of technology into
libraries. Libraries are the perfect place for this implementation to happen. For many people in
the first generation of the internet, the first time they ever used the internet was in a library. To
begin with, the implementation sort of just happened. There was no process, policy-making, or
implementation plan to go off of. However, for most libraries, coordinating, implementing, and
diffusing media utilization into libraries is a processand sometimes a long process.
The concept map that I have included shows the process a library goes through to include media
into a library. The concept of applying these principles into libraries is called Library 2.0. While
there are a few librarians who disagree with the concept, most librarians are on board. The
direction and process that libraries are taking is paramount to many communities, where those
who dont have easy access to technology and media rely solely on the libraries to provide it.
For those of us in the technology field, implementing, diffusing, and applying technology
principles can be daunting.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned
strategies for the purpose of gaining adoption.

One thing that Ive realized during my time in the MET program is how new many of these
innovations are. In many ways, we are inventing different innovations that are being tested out
on a new generation. Educational technology is a fickle, innovative, and exciting world to be a
part of.
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An example of an innovation that fulfills standard 3.2 would be my Tech Trends scavenger
assignment that I created for 501. The purpose of the lesson was to teach incoming freshman at
the Boise State University the advantages of using mobile applications within the Albertsons
Library. Students were allowed to use any mobile device that allowed them to scan QR codes
within a library setting. The goal was for them to visit different QR codes throughout the library,
learning about the different resources, products, and departments.
The assignment also made me reflect on innovations of new technologies. Keeping up with the
latest and greatest technologies within the educational field is difficult. To me, it seems like its
impossibility. Just when I get used to one tool, its outdated. However, Ive realized that part of
my job as a librarian is to do constant research on tools that will help our college not only meet
the needs of our students, but stay ahead of other schools and institutions. With the competition
of other schools, staying ahead of the game is essential to staying alive. As a librarian, I realize
that I play a role in the process.
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.

Being a part of any organization requires constant change, evaluation, and implementation of
instructional materials or strategies. Constantly, whether at work, or through my coursework at
Boise State University, I was asked to analyze, develop, design, implement, and evaluate
(ADDIE model) instructional plans for either a mock university, or in the case of EdTech 501
course, into Nightingale College.
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I chose an assessment assignment for my EdTech class as an example of standard 3.3. The
assignment required me to create a needs assessment for a mock school. When I look over the
assignment, it gave me the knowledge I needed to organize, devise, and determine what needs
were needed in a real life situation. I was impressed at how much I had grown in two years. My
views of past technology products has definitely changed. Ive realized that Im able to change
my point of view in a short amount of time.
Coincidentally, the school where I work at was also going through a reevaluation process on its
current LMS system. When I reflect on the process, I feel like the current assignment prepared
me for the current assessment our school is undertaking. I was able to view, gain experience,
and practice through writing an assessment.
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.

When I think of the first time I used the internetIm amazed at the discussions, controversies,
and rules that have erupted. Social media, Wikis, and Google had never been heard of. The
policies and regulations that have been discussed in our course are new. Ideas of netiquette,
internet copyright, and hacking are all terms that were unknown or unheard of. Net neutrality
and SOPA (Stop Online Piracy Act) were also unheard of. The discussion to keep the internet
free, and devoid of spying, has also become a huge discussion that should involve all of us who
take a part in educational technology. The same policies and regulations that occurred in a free
society before the advent of the internet, is the same conversation that is happening today.
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For me, it seems more complicated than everespecially working in the library field. As a
librarian, Im a staunch supporter of freedom of access to materialsno matter if I read them or
not. The protection of library patrons against censorship has always been a centerpiece for the
American Library Association. Having the same policies remain valid on the internet is a
difficult topic.
The idea of copyright is especially interesting. As part of an EdTech 502 assignment, I built a
copyright scavenger hunt. The assignment not only gave me practice to work on building and
developing websites, but it also gave me time to reflect on how policies and regulations have
affected the internet. Also, as part of EdTech 502, I built a Netiquette in Online Schools. The
assignment gave information on how one should act when engaging with other students and
instructors in an online setting.
STANDARD 4 MANAGEMENT Candidates demonstrate knowledge, skills,
and dispositions to plan, organize, coordinate, and supervise
instructional technology by applying principles of project, resource,
delivery system, and information management.

Many times, I was required to create and manage projects throughout my time at Boise State
University. Knowing the difference between project, resource, delivery system, and information
management terms is an important aspect of the program.
4.1 Project Management
Project management involves planning, monitoring, and controlling
instructional design and development projects.

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Project management requires a series of tasks that need to be accomplished in order for the goal
to be complete. In many such projects, a project manager is assigned to align resources to the
right project. Usually, a budget, and phases are organized before a project is to begin. With the
help of a project manager, the phases and budget are organized and developed.
I chose an assignment titled Learning Goals as an example where I managed a project that
required monitoring, controlling instructional design, and developing projects. The reason I
chose this was because the finished assignment shows an assignment that would require all of the
tasks named above to be accomplished. They are also listed within a sequential order.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling
resource support systems and services.

Resource management also involves planning, monitoring, and controlling. In the case of
resource management, the job requires that the right person is fitted with the right project.
Usually this falls into the job description of a resource manager.
Having worked on many projects, Ive realized why its important to find the right match. Early
on in my degree, I worked on an assignment titled Equalizing the Digital Divide. The
assignment is an excellent example of resource management. The goal of the assignment was
to create ways that libraries can bridge the digital divide. During many areas, we were required
to analyze resource management. Matching up digital inequalities with resources was an
essential part of the assignment.
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43 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.

Delivery system management is an important part of instructional design. As noted in the
standard, the method by which distribution of instructional materials is organized. Connecting
information to learners is essential to providing good instructional design. The method and
medium used to present the instructional information was greatly analyzed and practiced during
my time at Boise State University.
A good example of this method was used during my EdTech 532 Educational Games and
Simulations course. As part of my final presentation, I was required to create, develop, and
deliver an assignment in a virtual world. As part of the delivery method, I used YouTube,
PowerPoint, along with tools available on Second Life. The delivery system management
required preplanning, monitoring, and controlling.
I felt that the final product was good. I received practice at delivery system management.
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.

Before coming to Boise State, I received my MLS (Master in Library Science) degree from
Emporia State. I know a little bit about information management. When many people think of
libraries, they think of books, shelves, and buildings. The truth is, libraries have changed as
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much as many professions. No longer are we just about books. Instead, the responsibilities of
our job have tripled. (Unfortunately, in most communities, the resources and public funds that
go towards libraries have not.)
As libraries have changed, the planning monitoring, storage, transfer or processing of resources
has become paramount. Providing databases, information tools, and storage to the community is
one of the goals of a current librarian. This is important, especially in a public setting, because
not that many people and students are trained or knowledgeable on how to use such tools.
Students have just as many difficulties finding valid resources now as they always have.
Many times I had the opportunity to showcase my knowledge concerning information
management and libraries. I also had the opportunity to learn other information management
tools while in the programZotero, for instance.
As an example of information management, I chose my Library 2.0 Jigsaw Puzzle website. I
feel that this is a great example using information management in an educational setting. The
goal of the created website was to show students how searching for information has changed
over time. I began with card catalogs, and ended with information searching techniques for the
future. Looking back, I think it might have been better to have put more futuristic information
techniques in the piece. Since beginning the program, even my information management
abilities have changed.
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STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills,
and dispositions to evaluate the adequacy of instruction and learning by
applying principles of problem analysis, criterion-referenced
measurement, formative and summative evaluation, and long-range
planning.

I learned that evaluation is one of the most important factors in evaluating educational tools,
projects, and implementation. Looking back, I felt that I wasnt prepared enough to confront this
awesome task. However, I feel that my course in EdTech 505 gave me the practice and
information I need to become a good evaluator. One of my favorite books during my time at
Boise State was titled, The ABCs of Evaluation. It gave a concrete explanation of how to do
evaluation.

5.1 Problem Analysis
Problem analysis involves determining the nature and parameters of the
problem by using information-gathering and decision-making strategies.

I especially enjoyed the part about analysis. The ABCs of Evaluation gave me the knowledge I
needed to view data. As part of the course, we were given a final assignment to gather
information and data, and give decision-making strategies concerning it. This was a very
challenging report. For my information gathering assignment, I chose to evaluate the
implementation of interactive modules in our College. As part of the data gathering process, I
chose everything from interviews to data gathered within the LMS. I took this data and formed
an opinion on many of the problems we have faced with this implementation.
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5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining
learner mastery of pre-specified content.

When I reflect on the many tools that I learned from this program, Im amazed. Most courses
granted me the opportunity to learn new educational tools. I will admit, I didnt become an
expert on every educational tool that I used; however, my knowledge at using a few of these
tools. I use this comparison with the standards that were set in many of the courses. Often,
criterion-referenced measurement played a part in the assignments that I was given. Often, I
had to determine learner mastery for a pre-specified content.
For instance, in my YouTube course, we were given an assignment to make a Camtasia video,
showing the viewer how to use a GreenCast on Adobe Premiere. As part of the assignment, we
had a few standards that had to be met. When I first performed the assignment, it was a total
failure. The standards and measurements of the assignment werent met. Luckily, the instructor
gave me a second chance to do the assignment.
I felt that by really getting into the assignment, I was able to master the technique. In the end,
the measurement met the standards. When I looked back, I was able to see improvement. I was
able to use techniques to determine my mastery of the pre-specified content.
I know that often, I will be required to infuse the methods I practiced in the program on students
I engage with in my career.

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5.3 Formative and Summative Evaluation
Formative evaluation involves gathering information on adequacy and using
this information as a basis for further development. Summative evaluation
involves gathering information on adequacy and using this information to
make decisions about utilization.

I had a chance to learn about both formative and summative evaluation processes in my EdTech
505 course. Both evaluation forms were discussed in depth. I realized during this course that
evaluation doesnt equal implementation. For some reason, I have always felt that someone who
evaluates a project, tool, etc. must give an opinion. However, this wasnt the case from the
material I learned.
I learned that evaluation takes a special skill. To be able to stand apart from the knowledge
gathered and not form a bias concerning the material is difficultespecially if you evaluate your
own projects.
For this standard, I chose to include an assignment Im currently working on in my EdTech 512
course. In this assignment, Im creating a document that will later be used to create a designed
course. This is very exciting because Im able to gather information on adequacy and use the
information for the development and design of a course on influenza. Every week, challenges
and new information change the design and plans for the course.
When I reflect, Im glad that Ive been able to learn how to evaluate and think critically
concerning how I design a course. Too often, we leave this most important step out of the
process. We are always too excited to design and implement. To take a step back and actually
evaluate the process is a critical last step.

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5.4 Long-Range Planning
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. During strategic planning, managers are trying to decide
in the present what must be done to ensure organizational success in the
future.

Creating a road map and long range goals is critical to an organization. Being able to adapt,
change, and even do away with or go with another product is an essential part of being a good
manager. I will admit, one reason why being in the education technology field is because the
tools change so fast. Some of the cool educational tools that I used in the beginning of the
program werent even around when I first started the program. Within two years, everything has
changed. Keeping long-range plans in this environment is a challenging part of the job.
However, I was very grateful for learning how to organize and create a road map and long range
plan for any organization that I take part in, will be an important part of any job. Being able to
lend credible and strategic long term planning for any project I work on will make me an asset
for any company.
For this standard, I have included a technology evaluation report created in my EdTech course
during December, 2012. The report gave me a chance to think about long-range planning for
implementing technology into a mock nursing school. At the same time, it also gave
recommendations on how to decide present strategic planning.
Conclusion

After having some time to write and reflect on my time here at Boise State, Ive come to the
conclusion that my Master in Educational Technology degree has prepared me for any job where
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I can utilize the standards learned in many fields. Here are a few things I have gained from the
program:
1. Whether I was learning a new educational tool, or writing a technology evaluation report,
I had the opportunity to practice what I have learned.
2. I was introduced to the latest and greatest educational tools. I learned a host of different
educational tools from students and instructors that I was able to pass on to others in the
field.
3. I learned how to make a fantastic online course. I also learned how to teach others how
to make an online course thats designed well, connects with our students, and passes on
information that will enable online learning to be a success.
4. I learned how to analyze carefully, design creatively, develop successfully, implement
strategically, and evaluate eventually.
5. Most of all, I learned how to manage and create a successful learning environment in a
modern educational field.
Overall, Ive had an exceptional experience during my time at Boise State University.




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References

Boulmetis, J. (2011). The ABCs of Evaluation: Timeless Techniques for Program and
Project Managers (3 edition.). San Francisco: Jossey-Bass.

Dirksen, J. (2011). Design For How People Learn (1 edition.). Berkeley, CA: New
Riders.

Orellana, A., Hudgins, T. L., & Simonson, M. (2009). The Perfect Online Course: Best
Practices for Designing and Teaching. Charlotte, N.C: Information Age Publishing.