M.E.T.

Artifact Rationale
Dana Daines-Smith
Business Education Teacher, Bowness High School
August 2015

INTRODUCTION
Progressing through the Masters of Educational Technology program at Boise State
University has allowed me to reflect on myself as a learner, learning as a process, my role as a
teacher and my practice. Not only do I have a better understanding of teaching and learning, but
also of programs and resources available to enhance and support teaching and learning. My
portfolio demonstrates my growth as a learner and showcases the connection between my
learning and the five Association for Educational Communications and Technology (AECT)
standards: Content Knowledge, Content Pedagogy, Learning Environments, Professional
Knowledge and Skills and Research. Within these standards, are the following indicators:
Creating, Using, Assessing/Evaluation, Managing, Ethics and Diversity, Collaborative Practice,
Leadership, Theoretical Foundations and Method. The artifacts selected will provide the
evidence that satisfy the requirements of each standard and indicator.
STANDARD 1 CONTENT KNOWLEDGE
Creating - Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches. (p. 81)

503: Instructional Design Final Project : The objective of this lesson is for senior high students to
complete a scavenger hunt on how the New York Stock Exchange works and create a blue chip
stock portfolio to compete in an online stock market simulation.
The goal of the scavenger hunt project would be classified under the Instruction Leading
to Principle Learning discussed by Smith and Ragan (2005) because investing principles assist in
developing a successful portfolio which is ultimately the goal of this project. Students will
transfer their knowledge and learning to a real world investment portfolio and hopefully carry
these skills with them once they have their own income and are making real life investment
decisions. If learners follow the principles, apply their knowledge and invest in lucrative stocks,
their portfolio will grow. Applying investment principles is the key to a successful investment
portfolio. This project is a direct connection to the Standard because the lesson was created to
help students understand the world of investments and apply their knowledge to an investment
simulation portfolio. I also had to make sure my investing knowledge was current so I was able
to facilitate the students development of their portfolio. Students learn the concepts of investing
through the scavenger hunt and have the opportunity to apply their investment knowledge in a
portfolio simulation to see how much they can increase the value of their portfolio. Using this
lesson in the classroom was very rewarding because they students enjoyed the inquiry element of
the scavenger hunt and the application and authenticity of the portfolio. While developing this
lesson the biggest element that I took away for further application in my teaching practice was
the ADDIE approach (Smith and Ragan, 2005). ADDIE is a key process for successful course
and lesson design, and utilizing the ADDIE approach is now how I base my lesson development.
Before creating this project, I was able to design lessons but was unaware of order of the

elements, and I have found that if all steps of ADDIE are not used, lessons are not as thorough or
meaningful for students and lack flow.
535: Comic Strip: The comic strip shows that anticipatory sets for lessons and discussions can be
created with a variety of mediums. I used Pixton to create the comic and have transferred the use
of this tool in to my classroom as an option for student projects.
This comic that I created is an example of the Creating indicator because it allowed me to
create a cartoon to motivate my students about the topic of online safety in the classroom. I used
this cartoon as an introduction to online safety and started a discussion board to record what
could happen next and had students create endings for scenarios that related back to their
knowledge of online safety. Using comics and games as tools of engagement has impacted my
practice because I challenge myself to think of new and motivating ways to introduce concepts.
Using this comic strip as an artifact demonstrates the application of Kellers ARCS model (1987)
for motivational design as the comic is used to get the students attention about a subject which is
a key element to successful teaching and learning.
Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
503: Reading Quiz/Reflection: This presentation is a summary of the history of instructional
design, including the definition of instructional design and the learning theories of
constructivism, empiricism, behaviourism and information processing.
The Reading Quiz/Reflection satisfies indicator Using because the information is
presented in a succinct manner providing information about the history and importance of
instructional design while discussing guiding models for implementation. Providing information
3

about constructivism, empiricism, behaviourism and information processing learning theories

allows for pedagogical enhancement because there is take away information that can be directly
applied to teaching and learning. I particularly like the part of the presentation that connects the
theories to a visual, which in this project is a box of crayons. Constructivists approach learning
from an experiential standpoint and feel that learning happens from an interpretation of
experiences. I found that connecting the visuals to the learning theory was helpful in processing
the different types of learning theories and applying them to classroom situations. Smith and
Ragan (2005) outlined the connection between instructional design and learning theories and my
Reading Quiz/Reflection demonstrates the synthesis of the content with a visual representation to
make teachers think about the application and influence learning theories have on their practice.
Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials.

543: Instructional Software: This interactive poster was created in Glogster and outlines
instructional software that can be used in a Business Education Classroom.

The Instructional Software Glog was created with the intention of providing information
about the various software and strategies that exist for Business Education classroom. It was
created using Glogster which is an example of a free online tool to create dynamic interactive
posters. To create the poster, I had to assess and evaluate different types of instructional software
to see if they would fit the needs and outcomes in a Business Education classroom. In the poster,
I have included the different types of instructional software such as drill and practice, tutorials,
problem solving, simulation, and instructional games. Each example provides a definition of the

benefits of different types of software while providing cost effective examples of software
suitable for the classroom. Developing this artifact allowed me to research current
software/programs that meet the curricular outcomes for my course but also allowed me to
search for cost effective ways to implement technology in to my classroom with the resources I
already have in place. I am a huge supporter of simulation software as I feel it enriches
experiences for students and takes some financial pressure off schools in providing these
experiences.

Roblyer and Doering (2013) outlined the importance of utilizing technology in the
instructional design process and the outlined the relative of advantage of learning as being fun,
increasing levels of complexity with the learners ability, using a safe environment and allowing
students to take control of the environment. Their research made it an easy decision for me to
implement instructional software in to my practice. I also support the Constructivist learning
theory, so allowing for personalization and differentiation of instruction in the classroom also
made instructional software a good fit for my classroom in terms of management and cost.

Managing - Candidates demonstrate the ability to effectively manage people, processes,

physical infrastructures, and financial resources to achieve predetermined goals. (p. 178)

541: NYSE Virtual Field Trip: This project is a virtual field trip through the New York Stock
Exchange. Students can participate in the virtual field trip independently or as a group. There are
some guiding questions to help them through the field trip along with some reflection questions
for assessment at the end.

The virtual field trip is a good example of managing technology and instructional
materials. Not all students will be able to physically go to the Stock Exchange but they can
experience it virtually. While developing this project, I used technology to participate in the field
trip and develop the guiding questions and reflection for assessment. I have integrated the
introduction, objectives, timeline, learning activities, adaptations for ELL learners and
assessment in to one website so that it is easy for students and teachers to access. When
implementing this project in the classroom, managing all the pieces was a challenge. Some
students wanted to go ahead on the tour while others took more time listening and looking
around the stock room floor. I learned to manage all the pieces of the project by becoming the
facilitator in the classroom and helping some students through parts where they had questions
while directing others to the learning activities and providing language supports for the ELL
learners. I also found it helpful to group students with prior knowledge of the stock market with
those that were new to the concept. Building on previous experiences and providing virtual
experiences made this a successful project in my classroom.

Roblyer and Doering (2013) outlined the educational technology conditions that shape
our practice to be social issues, such as fears about technology misuses, risks of online social
networking, problems due to malware and spam. They also mentioned educational issues such as
lack of funding, teacher and student accountability for quality and progress, best practices and
reliance on distance education. Cultural and equity issues were also discussed such as the digital
divide, racial equity, gender equity and students with special needs. Legal issues like hacking,
plagiarism, academic integrity and illegal downloads and software piracy was also addressed.

Virtual field trips are an alternative to learning that brings experiences to the classroom to
address some of the educational issues mentioned. Managing the virtual field trip takes some
organization because even though students like to head off and explore, the learning outcomes
must be well organized ahead of time to make sure it is a meaningful, guided experience.
Teachers must have strong content knowledge and be well versed in the virtual field trip
presented to their students in order to facilitate the project. If teachers do not have the content
knowledge background, virtual field trips could also be managed as an inquiry project where the
teacher participates and the groups develops and solves inquiry questions.

Ethics - Candidates demonstrate the contemporary professional ethics of the field as

defined and developed by the Association for Educational Communications and
Technology. (p. 284)
504: Final Paper: This paper identifies the relationship between educational technology, the
constructivist learning theory and the connectivist learning theory in building an effective online
community.
The 504 final paper was a challenge and is a demonstration of using learning theories to
build effective online communities. I feel that teachers are ethically responsible to stay current in
their practice and researching this paper provided me with knowledge to better articulate the
process and fundamentals of online learning. I feel this paper demonstrates the Ethics indicator
because teachers are ethically responsible to have a strong content knowledge base, especially in
senior high school. Teachers cant be experts on everything but need to have a strong base and be
able to answer questions, guide exploration and facilitate discovery. My 504 final paper provided
me with background knowledge that connects educational technology with learning theories
7

which then allowed me to properly organize and develop my courses for my blended classroom.
I learned the difference between creating an online community and having a group of students
logged in to a Learning Management System which helped me create a stronger online
component to my course. I found that online interaction through chats and discussion boards
were very effective tools to build an online community in my classroom.

Pelzs principles of effective online learning (2010) include; letting students do most of
the work, interactivity as the foundation of asynchronous learning, and striving for social,
cognitive and teaching presence was an influence in my research and thinking. According to Pelz
(2010), student led discussions have been identified as the key to connecting students in an
asynchronous environment. Online students learn from each other, ask questions, and appear to
create deeper more meaningful connections quicker than students in a face to face class. I have
implemented daily discussions with peer and teacher interaction in to my classroom in an attempt
to connect our online community.
STANDARD 2: CONTENT PEDAGOGY
Creating - Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes. (p. 1)
541: Investment Blog Learning Activity: In this activity, students will apply their investing skills
and share their thoughts and ideas about their investment portfolio on their daily blog. The blog
will be reflection of their investment decisions and connect their ideas to current events or issues
in the world.

The activity was created for students to apply their investment knowledge, invest in a
portfolio simulation and reflect on their successes and challenges that resulted from the choices
they made on their investments. This lesson utilizes the various levels of Blooms taxonomy
(Forehand, 2010) for higher order as well as Blooms digital taxonomy (Forehand, 2010).
Blogging is categorized under the understanding level of the digital taxonomy and
demonstrates that students can apply their knowledge and understand the challenges and
successes they experienced. I was unaware of Blooms digital taxonomy (Churches, 2012) until I
started my M.E.T. courses and have found this resource to be instrumental in my current lesson
design. Implementing the digital taxonomy (Churches, 2012) in to my program allowed me to
encourage students to continue high level thinking while incorporating the technology they enjoy
using in their daily lives. Creating this lesson I learned the power of blogging and reflection as a
summative assessment tool. Students are willing to share their ideas and take more of a risk
when communicating online.
Using - Candidates implement appropriate educational technologies and processes based
on appropriate content pedagogy. (p. 141)
503: Motivational Categories and Examples: This table outlines Kellers motivational categories
(1987) and provides examples of how to implement each category into the classroom.
535: Instructional Video: The video demonstrates how to calculate compound interest on credit
card purchases. It provides an example for the character in the video as well as a question to
check for understanding.
Creating Kellers (1987) chart of motivational categories and examples along with the
instructional video on calculating compound interest on a credit card demonstrate implementing

educational technology based on content pedagogy. Keller (1987) identifies the motivational
categories as: attention, relevance, confidence and satisfaction. The compound interest
instructional video uses technology while teaching students how to calculate compound interest
by providing entertainment, questions to test student knowledge as well as examples to reinforce
concepts while learning how to calculate compound interest. In creating these projects, I had to
research Kellers theory of motivation (1987) and come up with some resources that would fulfill
each category. In the instructional video, I applied these categories to create the video on
calculating compound interest because I see students struggle with this concept every semester.
The video engages students to learn the concept and is available for them to revisit at any time to
reinforce the concept of calculating compound interest.
Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes (p. 116-117) grounded in reflective practice.
505: Final Project Library to Learning Commons This report is based on the examination and
evaluation of a Library to Learning Commons project. The major steps in the project involved
data collection based on surveys, observations and gathering raw data from stakeholders such as
parents, students and teachers.
This artifact was selected because of the direct connection to the inquiry process and
reflection in the evaluation. This project took a look at how our school was transitioning one of
our learning areas from a Library to a Learning Commons. I collected data and held discussions
with stakeholders while identifying program objectives, program components, evaluation
method, results and project cost which were essential elements in the transition to Learning

10

Commons. Without understanding the evaluation process or participating in the inquiry process,
the real project would not have been a smooth transition. I found the evaluation component and
synthesising all the information in to one project while identifying the pieces the most
challenging aspect of the project. Through my investigation, I found that most stakeholders were
supporting the project but there were some resistors that had a large voice. Information, training
and communication were necessary to move the Learning Commons project forward.
Boulmetis & Dutwin (2011) outlined the evaluation cycle and while going through the
Cycle and looking at needs assessment, I found that I was missing one major element in the real
life scenario. I had not considered staff buy in as a factor and if there was not staff buy in, the
project will not be successful. Clarifying that the formative evaluation stage is where the
suggestions for change were implemented and that the summative evaluation stage was strictly
the assessment on the effectiveness of project also helped ease the implementation of the actual
project in the school.
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. (p. 175-193)
535: Final Project - Lemonade Stand: This is a simulation to provide students the opportunity to
run a lemonade stand without the personal financial risk. Students are able to explore the
concepts of supply and demand and make financial decisions related to running their own
business. Decisions will have to be made regarding inventory purchasing, product development,
price volume and quality control.

11

The Lemonade stand project was fun to develop because all of the pieces came together
to provide students with some basic knowledge of supply and demand and allowed them to apply
their knowledge in a real to life simulation which satisfied the Managing indicator. Developing
this project, I made sure that there were a variety of activities for all levels of learners. Students
had the choice to work alone or with a partner, they completed a data collection sheet,
participated in the classroom challenge and shared their reflection on the discussion board.
Personalizing learning during this project would work for this project because students move at
their own rate, record what they have done and reflect at the end. Managing this project was a
challenge. Students were excited about their successes in the Lemonade stand and others
struggled with the challenges. Having students post their reflections on the discussion board
helped manage the project because students could read about the successes and challenges the
group faced. Facilitating the management of the Lemonade stand for students was also
challenging for me because this concept was brand new for some and others were well versed in
the concepts of supply and demand. I learned that while managing the Lemonade stand project, it
was important for me to provide daily feedback on the discussion board. This helped the class
come together as a community and students were excited to log in to the discussion board and
read all the comments then apply them to their own online experience.
This project follows the Flow Theory of gamification (Liao, 2006) and is based on
intrinsic motivation. When flow theory is working at its optimum, individuals engage in learning
and activities and lose awareness of time and space. The deep engagement of learning causes
learners to want to progress through the games by finding out what skills, tools or knowledge
they need to progress. This desire for succeeding through the game and developing skills for

12

accomplishing goals is fuelled by intrinsic motivation. It has been very successful in the
classroom and has appealed to all levels of learners.
Ethics - Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community. (p. 296)
543: Benefits of Using Social Media: This is a VoiceThread project discussing the benefits of
using social media in the classroom. It provides some statistics and research to support the use of
social media.
This project was created using VoiceThread which is another cost effective instructional
software tool to develop projects and presentations either independently or collaboratively. Using
social media in the classroom is a controversial issue because it is a relatively new concept.
Digital footprints are a part of everyones life and I chose this topic to reinforce the importance
of using social media as a tool and to use it properly. It satisfies the requirements of the Ethics
indicator because it uses VoiceThread technology to discuss the impact that social media has had
on society and the benefits and challenges schools face when utilizing a tool such as social
media. It discusses the importance of being responsible online and protecting your digital
footprint. In creating the VoiceThread, I had to review our school board standards of ethics to
make sure all the components were included in the presentation. I have shown this project to
several colleagues and to my senior high students to reinforce the importance of working safely
online but also to promote social media as a powerful tool in the classroom. I learned about the
strength of communities of practice, connectivism, and personal learning networks and have
directly passed this learning on to my colleagues and students.
STANDARD 3: LEARNING ENVIRONMENTS
13

Creating - Candidates create instructional design products based on learning principles

and research-based best practices. (pp. 8, 243-245, 246)
542: Project Based Learning Final Project: This project was created using Google Sites and the
purpose of the lesson is to have students develop a digital children's book or comic to explain the
role business plays in the Canadian economy. The goal is to answer the essential question: What
influence do consumers have on the Canadian economy?

Creating this lesson using Google sites allowed for ease of access for all students. At my
school, we are fortunate that we do not have a large digital divide. Most students bring their own
devices to school and for those who are unable to do so, we provide them with the devices they
need for classroom work. This Final Project demonstrates an alternative learning management
system that is cost effective and easy to use. As the teacher, I can be assured that all students
who use this site have access to the materials needed to be successful in this lesson. Developing
this project I learned scaffolding is very important in Project Based Learning (Mckenzie, 1999). I
feel one of the biggest mistakes that I have made is to assume students know more than they do.
If students start a project but do not have background information or experiences for them to
build on the topic or explore the question, the teacher must facilitate the learning to help them
build all the skills they need to be successful in the project. The idea behind scaffolding is to not
only be successful in the project but to also develop skills that transfer to other areas of learning
as well.

McKenzie (1999) refers to scaffolding in education as a balancing act. It is difficult to

facilitate all the learning in the classroom and make sure everyone has the tools in place they
need to be successful for learning. It is a balancing act. Resources must be balanced, groups must

14

be balanced and the instructor must be able assess where there are deficits and quickly decide
which layers of learning or skill are missing.

Using - Candidates make professionally sound decisions in selecting appropriate processes

and resources to provide optimal conditions for learning (pp. 122, 169) based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)
541: Relative Advantage : This is a relative advantage chart for a high school Marketing
classroom that provides a list of learning problems, technology to help with the problem, the
relative advantage and the expected outcome.

543: Appropriate Use Policy Lesson Plan: A slide presentation discussing the importance of
following and implementing an Appropriate Use policy in schools to support, enhance and
protect the work in the classroom. It includes student in the process to develop a plan for their
school.
These artifacts demonstrate processes and resources for optimal learning because the
Relative Advantage chart outlines learning problems, technology, relative advantage and
expected outcomes. Providing specific examples and indicating the outcome that will be
achieved creates an environment for optimal learning. Researching these resources made me
more aware of connecting outcomes as well as the challenges and important role that scaffolding
plays in knowledge acquisition. The Appropriate Use Policy lesson provides important
information to students about how to work safely online but also gives them a chance to have a
voice in the development of the policy for their school. Having students participate in rule setting
is a motivating factor for learning but also develops responsibility and independence as they
15

must follow the rules they create. Having students participate in create the rules around using
technology in our classroom cut down on instances of inappropriate use. Students took pride in
the rules they created and enforced the rules in the classroom. They did not appreciate students
using social media at inappropriate times or having YouTube videos playing in the background.
Inappropriate use issues were solved as a peer group and required very little teacher
involvement. This demonstrates the Using indicator because the concepts were discussed as a
class, rules were applied and the classroom used the principles there were learned to create a safe
learning environment.
Assessing/Evaluating - Candidates use multiple assessment strategies (p. 53) to collect data
for informing decisions to improve instructional practice, learner outcomes, and the
learning environment. (pp. 5-6)
542: PBL Assessments: Examples of formative and summative assessments to support the
Business in the Canadian Economy project.

The Business in the Canadian Economy project demonstrates a variety of formative and
summative assessment strategies. I chose to go with two formative assessments and one
summative assessment. Formative assessments include the Student Reflection Blog where
students document their daily progress and things they have learned along the way, as well as an
assessment of Employability Skills that can be done as a self or a peer assessment. Summative
assessment includes their Final Product, which will be a comic, graphic novel or digital
storybook. I feel these assessments will let me observe how well the students know their content,
what their skill level is and how well they applied their knowledge and skills to their final
product.

16

Assessment is such an important part of teaching and learning. Students need to know
how they are being assessed, and teachers need to have a clear view of what they are assessing
before entering in to the assessment phase. Clear outcomes need to be defined and assessment
needs to reflect the outcomes and expectations provided for students. Authentic assessment is
important but so is balancing formative and summative assessment strategies (Boulmetis &
Dutwin, 2011). In order to get an accurate assessment of all skills involved, assessment types
must be varied to allow students with different skill sets and learning styles to be successful.
Some students excel at formative assessments but struggle with summative assessments and that
does not always mean that they have not met the learning outcomes. It may just mean that they
struggle presenting the information in the required format. Creating these assessments for the
PBL project has made me more aware of authentic assessment in my classroom.

Managing - Candidates establish mechanisms (p. 190) for maintaining the technology
infrastructure (p. 234) to improve learning and performance. (p. 238)
535: Appropriate Use Policy: A social media appropriate use guidelines for high school was
created by a collaborative team in the classroom. The purpose of the policy is for students to take
it home and discuss with parents and/or guardians.
The Appropriate Use Policy was developed to provide students with the understanding of
how to use this powerful tool. In order for students to learn in a technology environment, they
must learn how to work wisely and safely. The policy was created to establish rules and
expectations between students, school and home.

Developing this artifact, I implemented the theory of connectionism where more complex
ideas can be taught or explained through a series of simplified rules (Zimmerman & Schunk,
17

2003) by having students create the rules for the classroom. Learning the rules requires the
practice of the rules and the rewards of being able to use the technology available to enhance
learning. A transfer of learning occurs because students create the rules based on previous
experience in other situations and there are a number of connections learned from developing the
rules, following the rules and understanding the importance of working safely online and
protecting your digital footprint. I demonstrated the requirements for the Managing indicator
because creating and implementing these rules was only the first step to creating meaningful
learning environment. Managing the application of the rules in the classroom was difficult
because students will push boundaries and some do not understand the importance of protecting
their digital footprint. Informing parents about the rules and expectations around appropriate use
in school was also challenging. Most parents support the rules and would help but some parents
felt the rules were unnecessary and as a result, their children were difficult to manage in the
classroom. Setting clear boundaries, having students participate in creating the Appropriate Use
policy and information and education nights for parents were successful strategies in managing
the use of technology in the classroom while creating an effective online community.

Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (p. 246), and respect for copyright, Fair Use, and
appropriate open access to resources. (p. 3)
535: Appropriate Use Policy: A Classroom Social Media Appropriate Use Guidelines for High
School that were created as a collaborative team in the classroom.
The artifact was selected because it demonstrates the guidelines for creating a learning
environment that promotes ethical use of technology, best practice, intellectual integrity and

18

access to numerous resources. Social media guidelines are important for students but the
guidelines are also a tool to open up communication between the school and home so that
parents/guardians understand the risks and rewards of utilizing social media as a learning tool in
the classroom.

Social learning theory (Bandura, 1977) was adopted when creating these guidelines to
ensure that once students see the guidelines put in to practice and discuss them, they will use
media in a safe and positive manner. Social learning theory is learned primarily by observing
and imitating the actions of others. This theory can be transferred towards the use of social
media. Students need to use the tool properly and follow the guidelines to avoid issues like
cyberbullying from occurring. As educators, I feel we are ethically bound to provide students
information on how to work responsibly in an online environment and this needs to include
everything from intellectual integrity to privacy of personal information.

Diversity of Learners - Candidates foster a learning community that empowers learners

with diverse backgrounds, characteristics, and abilities. (p. 10)
541: Assistive Technology: Discusses students that have difficulty learning in the classroom and
provides strategies and technology to support the learning in a Business Education classroom.
This artifact was developed to provide strategies and support for all learners in the
Business Education classroom. Creating this artifact helped me to understand the different
categories of learning difficulties but it also helped me further understand some tools and
strategies I could use in my classroom. Dragon Naturally Speaking was available in our school
but until I researched the tools for this project, I was unaware of the capabilities of the program
and now use it in all my classes for students that will benefit from the program. This artifact will
19

also be helpful for other teachers that are working in a Business Education classroom and
creating an inclusive classroom.
When working in public education, it is expected to be an inclusive environment. That
means that all students are provided a program for them to learn. As Roblyer and Doering (2013)
indicate, some of the key issues in special education today include the number of kids with
Autism receiving services and resources; American Sign Language being recognized as a world
language; e-assessments being developed; and universal design emerging as the understanding of
the design of physical environments for students with disabilities increases. Supporting these
issues and implementing the strategies that go with these initiatives is very expensive for schools
and schools are often faced with the difficult decision of where to direct their funding dollars.
While utilizing the assistive technology from the artifact, it allowed students to demonstrate the
learning outcomes using the technology of their choice. Allowing choice in the class showcased
the different technology available but also provided students the opportunity to learn from each
other and see that learning outcomes can be completed in a variety of forms. Providing
discussion boards in the class also helped highlight the diversity of learners in the class because
students were able to share their success, challenges and solution with the group. All students
were guaranteed equal access to the course because we encouraged students to bring their own
devices and for those who were unable to bring devices, the school provided them one for the
duration of the course. Hosting this class as a blended environment was also helpful in
celebrating the diversity of learners because some students preferred communicate and discuss
with others face to face while some students preferred to work online. Several students also took
advantage of the options provided in the assistive technology artifact.
STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS
20

Collaborative Practice - Candidates collaborate with their peers and subject matter experts
to analyze learners, develop and design instruction, and evaluate its impact on learners.
501: Digital Inequality: A VoiceThread presentation discussing the Digital Divide and offering
suggestions on how to minimize the divide in schools. Our group chose to focus our project on
the state of Missouri.

543: Curation Checklist: A checklist created in collaboration with classmates to provide students
a succinct list for a successful curation.
The VoiceThread presentation was created as a collaborative effort to discuss the issue
and importance of the digital divide and how it impacts classrooms and learning. The
presentation also offers ideas and suggestions on how to keep things equitable in the classroom.
This presentation satisfies the requirements of the indicator Collaborative Practice because it is
an example of collaborative work that was developed and presented to help inform others about
the issue of digital divide. We were assigned to a group and had to present our ideas and
solutions to solve to program of digital inequality in Missouri. Working on the digital inequality
presentation was a very positive experience and the collaboration in the project enhanced the
experience because it allowed the group to talk and share about our experiences in schools that
ranged from Canada to the USA.

We had one member that did not participate and chose to work on his own but the rest of
us worked well, collaborated well and contributed our strengths. We used asynchronous
communication because it seemed to work best for everyones schedules and time zones.
Everyone did their share of the work and completed it in a timely manner. I usually dread group
21

work because it is difficult to balance the work load and have everyone working together at a
similar pace but I did not have that problem with this group at all.

The curation checklist also satisfies the requirements of the indicator Collaborative
Practice as it was also a collaborative effort designing the checklist which then progressed
towards creating our own curation using Scoopit. The checklist demonstrates skills needed to
work together, collaborate and synthesis information in to a useable model for someone to follow
when starting out with their own curation.
I found the curation checklist very meaningful and purposeful but with the group posed
its usual group project challenges of sharing ideas and working on others schedules. Curation
was a new topic to me and I found creating the checklist for others to use an invaluable way to
process and synthesize the information which made creating my own curation easier. Cohen
(2012) provides several tips and strategies for successful creation but the one that resonates with
me is to make sure that curation has the human touch. Content is essential but the human touch is
what entices your target audience and readers to return. I have brought this practice in to my
classroom and have found that students like to curate a topic because they can do it in their own
style which adds depth and meaning to their learning.
Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
521: Study Skills Lesson Plan: The lesson begins by having students view the study skills videos
that are both entertaining and informative. Adobe Presenter will be create a presentation to
reinforce the ideas of study skills, goal setting and outline how students can set up their own
study schedule. Students will then be challenged to create their own study schedule. They will
22

create their Study Schedule using Exam Time with their Google account. Students will be
required to share their study schedule with their teacher and will be assessed on their ability to
develop a personalized study schedule.
This artifact was selected to satisfy the requirements of the Leadership indicator because
it shows my ability to take initiative, implement a program and share it with colleagues. When I
created this lesson, I was teaching in a Resource classroom and we discovered we had a large
population of students that didnt know how to study for exams. I decided to do some research
and develop a lesson to share with our Professional Learning Community that discusses
assessment and as a result of my work, I shared the program with all the teachers and we
implemented mandatory study skills in our morning Teacher Advisory block. Developing this
lesson was just the beginning. Training the teachers and working with colleagues to provide
materials to support learners so they can develop effective study plans has been challenging but I
have gained some recognition in the school and was even asked to present my lesson at a
Professional Development day for our school board.
Reflections 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.
501: Intro Video: My first video created for the MET program explaining why I am taking the
program and my personal and professional goals.

543: My Personal Learning Environment: A web demonstrating my Personal Learning

23

Environment (PLN) and the connections I have made and would like to continue in my
professional career.
My intro video is a direct connection to satisfying the requirements for the Reflection on
Practice indicator because I stated what I was hoping to achieve was a greater understanding of
the role technology can play in education. Instead of resisting technology in the classroom and
creating policies against the use of smart phones and social media, we need to use these tools
effectively to accomplish the specific and general outcomes that are outlined in state/provincial
curriculum. I also want to explore the different types of technology, software and apps that exist
and see how they fit in to the learner profiles for students in my classroom. I am interested in
theories discussing the movement from stand and deliver classrooms to technology infused
classrooms. Theories and discussions around moving away from bricks and mortar schools to
online schools, also interest me. Creating my Personal Learning Environment (PLE) also
satisfies the Reflection on Practice indicator requirements as it demonstrates my connection to
my own learning and practice. Creating my visual for my PLE and posting readings and reviews
in Diigo, I felt best explained communities of practice, connectivism and personal learning. We
do a lot of work in our school with communities of practice and it important to stop and reflect
on what really makes up my personal learning environment.
Assessing/Evaluating - Candidates design and implement assessment and evaluation plans
that align with learning goals and instructional activities.
535: Lemonade Stand Assessment and Evaluation: This simulation is to provide students the
opportunity to run a lemonade stand without the personal financial risk. Students are able to
explore the concepts of supply and demand and make financial decisions related to running their

24

own business. Decisions will have to be made regarding inventory purchasing, product
development, price, volume and quality control.
The Lemonade Stand assessment was created to allow students the opportunity to
personally assess their experiences in the Lemonade stand game, as well as reflect on what they
have learned and identify the levels they have achieved by updating their blogs. The blogs are
accessible by the class in the course Learning Management System which allows students to
share challenges and successes of the game with others in the course. The teacher had a formal
and informal role in the assessment. By facilitating the project and providing feedback based on
observations, teachers can support students in the Lemonade stand project as well as formally
assessing the blogs based on the criteria outlined in the rubric. The variation of the evaluation
strategies meets the learning goals and provides a varied assessment strategy to offer
opportunities for success for all students.
The formative evaluation, which uses a rubric to assess a students progress in the game,
provides students an opportunity to reflect on their learning while gaming. The blog provides
students the opportunity for summative assessment as the blog summarizes their successes and
challenges in the game while they are applying their knowledge of the content they have learned.
While creating the assessment for this artifact, I learned the importance of knowing what is being
assessed before starting the task and I also stopped to think about what needed to be assessed. In
the Lemonade stand game, I felt it was better to assess the process of learning, using formative
strategies of the rubric rather than assessing the outcomes of learning in the summative form of a
quiz.

25

Ethics - Candidates 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.
501: Digital Inequality: A VoiceThread presentation discussing the Digital Divide and offering
suggestions on how to minimize the divide in schools. The project explores ways to keep public
education fair and equal for everyone. Our group chose to focus on the state of Missouri.
As mentioned earlier, this artifact satisfies the requirements of the Collaborative Practice
indicator but it also satisfies the requirement of the Ethics indicator. Having equal access to
technology for all students in all school is an ongoing goal that all schools strive to achieve. The
Executive Summary by The National Education Technology Plan 2010 states that Technologybased learning and assessment systems will be pivotal in improving student learning and
generating data that can be used to continuously improve the education system at all levels.
(NETP, 2010, pg. 7). This data is used to help teachers improve their instructional practices to
meet the needs of the 21st century learner. Integrating technology also allows learners the
opportunity to demonstrate their understanding of curriculum in the medium that fits their
learning preference. Technology integration provides the ability for personalized learning and
differentiation of instruction. While researching and synthesizing information about the state of
education in Missouri, it also allowed me to reflect on my own challenges and success in my
Alberta classroom which included the lack of resources and training for teachers. The digital
divide definitely exists and we need to continue to focus on minimizing the divide in order to
achieve our teaching and learning outcomes.
STANDARD 5: RESEARCH

26

Theoretical Foundations - Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and
technology. (p. 242)
535: Gamification Theories: This paper explains and compares Gamification theories with a
focus on flow theory, motivation and scaffolding.
This artifact was selected because it was both a challenging and motivating research
project. It satisfies the Theoretical Foundations indicator as it compares gamification theories of
scaffolding, flow and motivation. Researching this paper allowed me to gather, sort and sift
information about gamification and relate it back my own personal practice. I often use
simulation games in my classroom and the research in this paper provided me with the
background knowledge to be accountable for my reasoning behind using the simulations for
learning. The most meaningful piece to this research was the graphic I created. Since visuals
help me retain information, creating the graphic below not only helped me better understand the
theories but also made for an easy reference guide. I fully support the scaffolding theory outlined
in my graphic below and feel that building a foundation from previous knowledge leads to a
stronger understanding of new concepts (Mckenzie, 1999).

27

Method - Candidates apply research methodologies to solve problems and enhance

practice. (p. 243)
504: Annotated Bibliography: Course design, instructional strategies, learning theories and
assessment helps us better understand what motivates a learner to be part of an online
community and be successful in a certain learning environment. Creating a community in an
online learning environment is the focus on my annotated bibliography.
The annotated bibliography was an opportunity to research and reviews articles and
journals related to creating an online learning environment. It was this research and review that
allowed me to build my knowledge base on effective online learning communities and apply it to
my classroom practice. The artifact satisfies the requirements of the Method indicator as I have
applied research methodologies that discuss creating a community and I have later applied them
in other artifacts such as my project based learning final project on Business in the Canadian
Economy.

28

Through my readings, I found that due to the societal demands on high school students,
we are finding an increase in the students requesting online courses. With the increase in requests
for online courses, we need to make sure students are receiving quality education and need to be
current in best practice to develop and deliver these types of courses. Course design, instructional
strategies, learning theories and assessment helps us better understand what motivates a learner
to be part of an online community and be successful in that type of learning environment.

Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and

evaluating processes and resources for learning and performance. (p. 203)

505: Request for Proposal Evaluation of Determining Instructional Purposes: This proposal was
created as part of a simulation. We were asked to create a company that was hired by Far West
Laboratories to evaluate its Determining Instructional Purposes (DIP) training program and
provide information and recommendations regarding the marketing and sale of the units while
providing information to school administrators to help them with their decisions regarding the
purchase of the DIP program.

This artifact demonstrates the requirement for the Assessing/Evaluating indicator because
I had to describe the program that was being evaluated, outline the evaluation method, create a
task schedule, identify project personnel, and create a budget for the project. From this artifact I
learned the challenge of selecting an appropriate evaluation method, creating a task schedule that
was realistic for all personnel involved and creating a fair budget. For the evaluation component,

29

I was required to provide information and recommendations for company to make decisions
regarding marketing and sale of the training units and to provide school administrators
information to make decisions regarding the purchasing of the units. I decided to use a variety of
formative (interviews and surveys) and summative (pre/post-test assessments) evaluation
procedures and data sources including extensive market research. I found this simulation very
challenging because it was difficult to assess the simulation and figure out the best way to
evaluate the units and provide information to administrators regarding the purchased of the units.
Creating a task schedule was also challenging because it forced me to think about how long
would it take people to complete the required tasks. It involved a different type of assessment as I
had to assess the ability of my team and come up with a realistic timeline for the project. The
budget was difficult as well because it required research and evaluation of the worth of the
project. As a teacher, I find it very difficult to put a price on resources. We are often given very
little money to operate our classrooms and I forget that there is a private sector world that pays
true value for resources.

Ethics - Candidates conduct research and practice using accepted professional (p. 296) and
institutional (p. 297) guidelines and procedures.
535- Gaming Theories Applied to Scrabble: The paper provides a description of Gamification
theories applied to the online game of Scrabble. Scrabble is a challenge game that uses several
motivating factors in the game. The game provides a responsive environment and allows the
user to set metagoals because there is an uncertain outcome.
The Scrabble summary artifact was selected to showcase research and application of
theories following accepted guidelines and procedures. The research is complete, easy to follow
30

and provides good examples. References are provided at the bottom of the research which
demonstrates intellectual integrity and citing information from other sources. This format
satisfies the Ethics indicator as an application of research guidelines and procedures. The
Scrabble summary discusses Gamification theories and applies it to the game of Scrabble. It
connects motivation, real time feedback and transparency as elements of gamification that can
been experienced when playing Scrabble on line or with an App.
Writing this rationale paper for also satisfies the requirements for the Ethics indicator as I
have found it challenging to properly cite and reference all materials in APA format. I respect the
work that has been done by others and want to give proper credit for ideas that are not my own
and formatting this paper has made me check my thoughts and sources to make sure all
information has been properly cited.

CONCLUSION

Throughout my journey to achieve my M.E.T., I have grown professionally and feel I am

more aware of current issues facing technology integration. I have always known the difficulties
teachers have implementing new technology in terms of training, lack of funding and lack of
equipment, but feel that I am now more aware of some of the cultural issues such as the digital
divide. Commenting on my peers posts in the discussion boards and interacting with the
community created by each course and each instructor was beneficial for my learning but also in
role modeling effective online learning practices. Being an international student, I enjoy reading
about the experiences, thoughts and ideas of others in classrooms in different regions. Focusing
on adaptive and assistive technology has also helped me grow as an educator because as I
examined the topic further; I learned there are a lot of things I can do to enhance my current

31

courses. For instance, using the accessibility features in the Google apps may allow some of my
students further success. I was pleased to see that accessibility features were easy to access and
that we have moved beyond expensive voice to text software.

In my teaching practice I plan to continue adding more technology in to my lessons. I often use
games and simulations to reinforce concepts, but feel I need to explore implementation further to
include elements in to my instructional practice. I often use YouTube to reinforce concepts, but
feel that further exploration of ideas could help me use more interactive web sites and software
to reinforce concepts and skills. Throughout my M.E.T coursework, I appreciated that we were
always given guided choice for our projects and assignments, support from our instructors and
our peers and the opportunity to ask questions and challenge our current thinking. I have learned
a tremendous amount in my M.E.T courses and have taken away more information and strategies
than I had anticipated. Implementing this new knowledge in to my classroom has had a positive
effect on my practice, my teaching and my journey in lifelong learning.

32

REFERENCES
Bandura, A. (1977). Social learning theory. Retrieved from
http://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningtheory.pdf.
Boulmetis, J., & Dutwin, P. (2011). The ABCs of evaluation: timeless techniques for program
and project managers. San Francisco, CA: Jossey-Bass.
Brindley, J., Blaschke, L. M., & Walti, C. (2009). Creating effective collaborative learning
groups in an online environment. The International Review of Research in Open and
Distance Learning, 10(3).

Chee, Y. S. (1995). Cognitive apprenticeship and its application to the teaching of smalltalk in a
multimedia interactive learning environment. Instructional Science, 23, 133-161.
Churches, A. (2012). Bloom's digital taxonomy. 2009. retrieved from: http://edorigami.
wikispaces.com/file/view/bloom% 27s+ Digital+ taxonomy+ v3, 1.

Cohen, H. (2012). 12 attributes of a successful content curation strategy. Retrieved from

http://heidicohen.com/12-attributes-of-a-content-curation-strategy/ .

Forehand, M. (2010). Blooms taxonomy. Emerging perspectives on learning, teaching, and

technology, 41-47.

Januszewski, A. & Molenda, M., Eds. (2008). Educational technology: A definition with
commentary. New York: Taylor & Francis. Retrieved from
33

https://c.ymcdn.com/sites/aect.siteym.com/resource/resmgr/AECT_Documents/AECT_Standards_adopted7_16_2.pdf .

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and
strategies for training and education. John Wiley & Sons.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,
26 (9/10), 1-8.

Liao, L. F. (2006). A flow theory perspective on learner motivation and behavior in distance
education. Distance Education, 27(1), 45-62.

McKenzie, J. (1999). Scaffolding in PBL. From Now On The Educational Technology Journal,
9(4).

Retrieved July 8, 2014, from

http://edtech.mrooms.org/pluginfile.php/89149/mod_page/content/61/New_Scaffolding_i
n_PBL.pdf .
Pelz, B. (2010). (My)Three principles of effective online pedagogy. Journal of Asynchronous
Learning Networks, 14(1), 103-116.

Smith, P.L., and Ragan, T.J. (2005). Instructional design (3rd ed.) Hoboken, N.J.: John Wiley &
Sons.
Rice, K. (2011). Making the move to K-12 online teaching: research-based strategies and
practices. Boston: Allyn & Bacon.

34

Roblyer, M.D. and Doering, A.H. (2013). Integrating educational technology into teaching. (6th
ed.). Upper Saddle River, NJ: Pearson Education, Inc.
U.S. Department of Education. (2010). National education technology plan 2010 executive
summary. Retrieved from http://www.ed.gov/technology/netp-2010 .

Zimmerman, Barry J. and Schunk, Dale H. (2003) Educational psychology: a century of

contributions. Routledge,

35