Rationale Paper

Boise State University Master of Educational Technology ePortfolio Rationale Paper

Harry Walpole

January 2014

Introduction
I am an active duty Airman currently serving in the United States Air Force. More importantly than that though, I am a life long learner. My professional career has kept me extremely busy over the years. I have deployed ten times to date. In addition to the amount of deployments I have had though, I have also spent numerous months, weeks, and days working under field conditions. Due to my career choice, I have often had to put education second to my career. Without technology, specifically the Internet and distance education, my education goals would have taken a lot longer than desired. I have a passion for distance education because of the opportunities that it has afforded me. This passion is what eventually led me to Boise States Mater of Educational Technology program. During my studies at BSU, my professional career took another turn. As I made rank, I transitioned away from being an operator to taking on more of a role of an instructor within my career field. As I began my journey as an instructor, it

2 became apparent to me that my career field was not utilizing technology to its potential. I was very eager to put the knowledge and skills that I was learning during my studies at BSU to work within my professional career. I began implementing theories and strategies that I learned while studying in the MET program. Almost immediately I began seeing great benefits from the implementation of technology into various portions of my squadrons day-to-day operations as well as my training programs. I have been very happy with my growth and knowledge of educational technology since I have began my studies at BSU. I know that I now have the abilities and knowledge to help others as well by utilizing the skills and tools I have learned over the past seven years. . The following document is a rationale paper that includes several artifacts that I have created over the course of my studies in the Master of Edtech program. I approached this paper by systematically selecting specific assignments an linking them to the standards that they demonstrate. Although at times this task seemed overwhelming, I was eventually able to select an artifact for each of the AECT standards that I believe shows good mastery of the standard. As I was preparing this paper, I was surprised to find just how much I have actually learned and grown over the years.

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.

Standard 1.1 Instructional Systems Design - Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

To demonstrate standard 1.1, instructional systems design, I chose my Edtech 503 Final Project. AECT defines Instructional Systems Design (ISD) as

3 an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. My final project for Edtech 503 served as a tutorial and training guide for the unit training managers and other members of the 4th ASOS. In order to streamline operations and make more effective use of their current training environment, I constructed a database of the units training requirements. I used Microsoft Access as the database and Microsoft Info Path as the means to display the desired information. This information was then made accessible on the 4th ASOS webpage. As a member of the 4th ASOS at the time of this project, I found that the database served as a very useful tool. One could utilize the database to see what training items were coming due, were already overdue, and which items that had never been accomplished at all. Members were able to utilize this tool as a quick reference guide to aid them in accomplishing or maintaining their Combat Mission Readiness status. The most critical element of this database though was the maintenance and regular updates required in order to make it effective. This is where the role of training managers came into play. As a training manager, it is crucial that one knows how to update information, extract information, and what to do with that information. I created a specific list of objectives and a tutorial of how to accomplish these objectives through this project. I broke this artifact up into three objectives, how to enter a new person into the 4th ASOS training database, how to properly delete departing members from the database, and how to extract information in graph form from the database for weekly staff meetings. I chose this artifact as it demonstrates the characteristics of an ISD by analyzing my needs for instruction, designing an effective model, developing an appropriate website to host the activity, implementing the activity in a well-organized and logical progression, and evaluating a measurable outcome.

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

4 To demonstrate my understanding of 1.2, message design, I chose my culminating project from Edtech 506, Land Navigation. I developed an online course titled Land Navigation. The course is aimed at new recruits who are entering into, on the job upgrade training, (OJT) at their new duty locations. For this course I created seven different graphics that follow the Contrast, Alignment, Repetition, and Proximity (CARP) principles. These are fundamental aspects of message design that allow viewers to effectively recognize and comprehend the crucial information conveyed by the graphic together, I learned how imperative message (Lohr, 2008). I designed the layout of this assignment to focus on the important and relevant points of each item I intended my audience to learn during this lesson plan. While putting this project design is in order to provide effective instruction. A well-designed graphic can emphasize and reinforce key principles the instructor is conveying through textual, verbal, and other forms of instruction.

Standard 1.3 Instructional Strategies - Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.

Standard 1.3 deals with selecting and sequencing activities within an instructional lesson. In Edtech 502, I created a web quest that demonstrates this standard. For this artifact, I specifically arranged and structured the instruction in such a manner that requires students to first research, and learn by visiting various websites that contain informative articles. Additionally, I provided a short video to help give the student a direction in which to proceed with the assignment. After conducting their research, students are then required to compose a five-paragraph biography that supports their chosen individual. When finished, students will engage in an open discussion and evaluate themselves based on a rubric that I created for this assignment. This was a great learning tool for me in that it helped me to further develop my web design skills. Additionally, I learned the importance of sequencing and structuring my lesson plans so that they are meaningful and help to facilitate learning.

5 Additionally, I also chose an artifact that I created in Edtech 502 titled Jigsaw Internet Search Activity. My Jigsaw Activity was designed based on Elliot Aronsons Jigsaw Classroom model and is designed as a cooperative learning activity (Aronson, n.d.). I designed my jigsaw activity with my audience targeted as elementary aged students. The object of this activity is to provide a fun and creative way to learn a little about Texas history through the use of a jigsaw activity. As a non-traditional educator, this assignment proved a little tough for me. My teaching experience has mostly been based around adult aged military recruits. I had to keep in mind my target audience at all times during the creation of this artifact. I believe that both artifacts demonstrate good mastery of standard 1.3 as they demonstrate sequencing and utilization of subsequent activities that ultimately develop an overall lesson plan.

Standard 1.4 Learner Characteristics - Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process.

For this standard I have chosen my final project from Edtech 503. For this project I closely examined the systems-oriented model by Smith and Ragan (2005). Smith and Ragans model has three phases: analysis, strategy, and evaluation. The Smith and Ragan model is based on the belief that if you provide a systematic problem-solving process, then effective instruction can occur. The most important phase of this model, which shows mastery of sub-standard 1.4, is the analysis phase. My final project for Edtech 503 demonstrates the need for a strong background analysis as well as a need for a solid understanding of the problem to effectively utilize the training tracker. Without properly analyzing the correct people to train, the product I created would not be effective as a learning tool. Additionally, I have also chosen my final synthesis paper from Edtech 504 to demonstrate mastery of this standard as well. I believe that to be truly effective as educators, we must be familiar with their both learners environment as well as

6 their background in order to best reach them and provide a good learning experience. In Edtech 504, I learned about Cognitivism theory. I believe that my final synthesis paper demonstrated good understanding of and represents standard 1.4, learner characteristics. In order to truly maximize the learning experience, educators must know and understand their audience. By knowing, understanding, and applying the basic principles of behaviorism and cognitivism, educators can utilize technology in much more effective manner. By understanding the physiology involved, it is easier to tailor the appropriate methods or tools utilized to trigger the desired response, or behavior.

Standard 2: Development
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

Standard 2.1 Print Technologies - Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

Standard 2.1 focuses on using text and static images to communicate information. The best example of standard is my grant proposal that I completed in Edtech 551. In Edtech 551, Technical and Grant Writing, I wrote a grant applying for funds to purchase bicycles for an after school youth program. In order to write this grant, I had to use a variety of software such as word processing and spreadsheet software. I had to gather a lot of resources such as statistical data, provide cost analysis, and needs assessment to support my proposal. I submitted my grant for consideration in the spring of 2012. Before writing this grant proposal I had no idea of how much was involved in the process. I gained a lot of knowledge through this grant writing process and plan

7 to pursue further grants in order to help my community. I believe that this particle artifact demonstrates the need for print technology still exists. For this assignment, the final product was a hard copy of the grant proposal, which required wet ink signatures to finalize. Although digital means are becoming the standard in todays society, there will always remain a need for print technology under certain circumstances.

Standard 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.

My Edtech 513: Baby Screens assignment represents standard 2.2. I created this webpage as an informative visual and audio learning tool. For this assignment I designed a diagram depicting six multimedia principles (Clark 2003). As the user scrolls over each label on the diagram, an additional page appears. On this pop up page, users will find a pop up movie that provides an audible definition of each principle. This assignment engages its users with both a visual representation as well as an audio technology to deliver an interactive learning experience for its users. Through the use of a computer, I have provided my audience both an auditory and visual learning experience that relates to the six multimedia principles described by Clark and Meyers.

Standard 2.3 Computer-Based Technologies - Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources.

In Edtech 541 I created an artifact titled, Instructional Software. For this project I utilized a program called Prezi. In my presentation I discuss five types of instructional software and explain what each one of them are. I discussed how each of these technologies can be applied by my fellow Airmen as an educational tool. I designed my Prezi presentation to detail examples of educational games, drill and practice, tutorials, simulations, and problem solving

8 software. I began by giving a broad overview of what each of these technologies is. After explaining what each technology is, I give examples of how they can be applied as well as how they are useful to my fellow co-workers. Additionally, I added several links that demonstrate each type of instructional software discussed in order to give my audience a more interactive experience to instructional software. This artifact demonstrates mastery of standard 2.3 by utilizing computer-based technology, Prezi, to deliver an educational experience to my audience about other computer-based technologies.

Standard 2.4 Integrated Technologies - Integrated technologies are ways to produce and deliver materials, which encompass several forms of media under the control of a computer.

For this standard I chose my virtual field trip artifact that I created in Edtech 502. For this assignment, I took my learners on a virtual field trip through Iraq. I implemented various video and self-study links into the assignment. I discussed major cities, key palaces, major conflicts, and the importance of their major waterways. This field trip is a good example of how to integrate technologies into a lesson plan. I engaged my learners in audio and video presentation. Additionally, I required my audience to do some self-learning through Internet search. These self-study opportunities provide an engaging way for learners to experience different facets of the country of Iraq, reinforced by the audiovisual media. I chose this project because I believe that it illustrates how different forms of media can be combined to create an engaging and effective learning experience.

STANDARD 3 UTILIZATION

9 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.

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

For standard 3.1 I chose the Podcast I created during Edtech 513. I created a podcast on the benefits of carbohydrates. The delivery method was Apple ITunes in the form of a podcast. The idea was to create a podcast that provided informative material on a monthly basis in regards to nutrition. I believe that the use of a podcast is a great way to get information out to a wide audience in an efficient manner. I also chose an artifact I created in Edtech 501, RSS in Education. Understand RSS and how to utilize them is actually quite easy. The hard part however, is understanding how to actually utilize RSS to its full potential. In this assignment, I created a tutorial video for my trainees demonstrating how to use feedly, a free RSS reader site. While putting this tutorial together, I actually realized how little I have been utilizing this tool over the past several years myself. I can definitely make not only my life better, but also the life of my students substantially better through the use of RSS as well. I believe that my students can greatly benefit from using Feedly as it will maximize what little time they actually do have for the first 60 to 90 days upon arrival to their new duty station. I eventually ended up using screencast-o-matic to put this tutorial together. By utilizing screen capture software and creating a tutorial video, I created an easy to follow guide for how to set up a Feedly account. I believe that these artifacts demonstrate the use of media utilization by systematically showing the effectiveness of media utilization as a resource for learning.

Standard 3.2 Diffusion of Innovations - Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption.

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My Technology Use Plan that I created in Edtech 501 fulfills the 3.2 standard. This artifact demonstrates good reflection of this standard as well as serves as a gauge of my offices current use of technology. Furthermore, I utilized this plan to demonstrate how my unit could better utilize technology for the purpose of being more innovative in the future. This plan was designed in order to incorporate more technology into my current workplace by utilizing more technology in our day-to-day operations. This plan calls for utilizing technologies such as Smart boards and other available software programs that we currently have available. This class gave me a good foundation for writing a technology plan for a school, or in my case a wok place. As stated in my artifact, my current work place has a lot of technology available. Most co-workers and instructors, fail to utilize these technologies though. By writing this technology use plan I learned that my work center had a lot of tools available and that they were not being utilized. I developed a planned strategy to implement the technologies that already exists into my work centers daily routines. After the implementation of this plan, there was a great improvement throughout my workplace. After involving the technologies that already existed in my work center, our students have been producing better results than students prior to the implementation of this plan. Overall performance scores have been rising as well as the amount of time that each student has spent learning on their own after duty hours has been significantly increasing. This artifact shows good mastery of this standard as it was purposely designed to implement a plan and gained adoption by my unit as our standard.

Standard 3.3 Implementation and Institutionalization - Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization.

11 The Mobile Learning Activity in Edtech 502 demonstrates the 3.3 Standard. This artifact utilizes instructional materials that can be implemented not only in the classroom, but also on a mobile device. This assignment was created so that the page could be viewed on a smaller screen or mobile device such as a cell phone. For this assignment, I created a lesson plan about the Arlington National Cemetery. My audience targeted towards new recruits entering into initial on the job training, (OJT). This project was designed to challenge new recruits to gain new and useful information regarding Arlington National Cemetery through the utilization of some sort of mobile device. This lesson plan was designed so that students would be broken up into several groups depending on the size of the class. Each group conducts research on a particular subject, related to Arlington National Cemetery, pending the instructors approval. At the end of a one-week period, the goal was to conduct an open discussion on Arlington National Cemetery where each group contributes their particular findings. Often times new recruits do not have the financial means to purchase computers. One commonality among the younger generation of recruits I get though, is that they all posses some sort of smart phone. Myself and other instructors have utilized this lesson plan on occasion and have received great feedback from our students. I believe that this lesson plan demonstrates mastery of standard 3.3 as it utilizes mobile technology to deliver an instructional learning module to my students.

Standard 3.4 Policies and Regulations - Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology.

With online Interactions growing at a rapidly increasing rate, it is becoming more imperative to be cognizant of our interactions. Through interaction with others online, it is much easier to say something that you might regret or otherwise might not say in a face-to-face setting. A lot of times, things are said that are not perceived in the manner of which the sender was intending. Because

12 of this though, it is very important to be aware of what you are saying as well as how you are saying it. People must be reminded that what they say online has the same and maybe even more of an impact to those receiving their message. Once something has been posted online, virtually anyone can see it. Additionally, it is very hard to retract something once it exists on a digital forum. Students, parents, and educators need to keep good situational awareness when completing online work, or any online interactions. To demonstrate my understanding of this standard, I chose the Netiquette Page I created in Edtech 502. I designed this project specifically for new recruits in my training program. It discusses what netiquette is, why it is important, and how to apply good netiquette. Although this particular page was designed for my specific target audience, it can be useful in just about any application for reinforcing the need for utilizing rules and policy for online communication.

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.

Standard 4.1 Project Management - Project management involves planning, monitoring, and controlling instructional design and development projects.

An artifact that I created that involved a great deal of planning, monitoring, and controlling development projects, is the Evaluation Project I completed in Edtech 505. This project focused on evaluating the 4th Air Support Operations Center, my current workplace at that time. This evaluation was conducted to determine the effectiveness of how the 4th Air Support Operation Squadrons combat mission readiness training was tracked as well as how effective and ready they were to carry out the units mission statement. This evaluation took place over several weeks. Both squadron members as well as leadership were

13 included in this evaluation. Formal evaluation measures were utilized in order to pull factual data and numbers. Additionally, these numbers were only revealed to other evaluators. This was done mainly to keep the leadership from skewing the outcome halfway through the evaluation. At the conclusion of my observation period, summative evaluation was used to draw conclusions as to the programs overall effectiveness towards achieving its intended goals. Data collected from the various tools I had implemented thought my observation period were collected and compared to the previous CMR trackers data. A thorough analysis of the summative data concluded that many more work hours were required to maintain the new CMR tracker and that there was no real benefit in terms of overall squadron combat readiness. I believe that this artifact demonstrates mastery of this standard as I carefully planned my research for implementation of this project. Additionally, upon conclusion of the evaluation, it was determined that the current model of tracking squadron members training was in adequate and my recommendations were implemented into a new system. This project demonstrates mastery of standard 4.1 as it included a great deal of planning, monitoring, and controlling instructional design and development projects to successfully create this project.

Standard 4.2 Resource Management - Resource management involves planning, monitoring, and controlling resource support systems and services.

For standard 4.2 I have chosen an assignment from my Edtech 541 course, relative advantage chart. For this particular project I designed a tool for military members to utilize as they go through their careers and enter into upgrade training and career progression courses. Professional military education (PME) is often times a formal classroom setting. Many recruits have either never experienced a classroom environment past the high school level. Others have not been exposed to a classroom setting in a decade or more. Currently, there is nothing in place to help prepare these students prior to attending PME. I created a chart that comprises a list of problems, aides, and briefly explains the

14 advantages to the following areas in which I think would be useful for a student prior to attending these courses. This is a great resource for future PME students as it provides a lot of information centrally located in an organized table all in one location.

Standard 4.3 Delivery System Management - Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized'... [it is] a combination of medium and method of usage that is employed to present instructional information to a learner.

To demonstrate this standard I chose my final project from Edtech 511, Laser Safety Training. In this assignment, I developed a laser safety-training plan for the recruits in my unit at the time. I created this particular assignment to be a complimentary activity for my fellow instructors during their main block of laser instruction. I organized this assignment by planning how to address the particular need that my fellow instructors had to maximize their short amount of time given for their particular blocks of instruction. To address this need, I chose to utilize an interactive online means of delivery. I organized this module of instruction by giving a brief overview, a short video, and completed it with a short quiz. The lesson plan was monitored and implemented by each instructor who taught blocks of instruction that included the use of lasers. Students who did not take the quiz or achieve an acceptable score were not permitted to proceed to their next block of instruction until a satisfactory result was achieved.

Standard 4.4 Information Management - Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.

In Edtech 541 I created an assignment titled, Social Networking. This artifact reflects standard 4.4. The idea of this exercise was to utilize social networking tools available in order to broaden students outreach and develop

15 new ways to enable students to work with others around the world. I designed this assignment so that the user would be utilizing a wiki, an online communication tool, and an online collaborative tool, a blog. This project was designed in order to force students to collaborate with at least three others in a physical location of at least one state away in order to utilize the three social networking tools described in the assignment. The specifics of this lesson are that a minimum of at least three individuals will utilize, Skype, Wiki spaces, and Mixed ink. For the subject of this assignment I selected the history and geopolitical culture of modern day Iraq. For the specifics of this assignment, all students were required to sign up for an account on Wiki spaces and create a student account. Once each student had an account, they were to begin researching and posting information they find in regards to the subject matter of this assignment to the blog created by the instructor for this assignment at a minimum of 1 post per week. For the second part of the assignment students were required to open a Skype account so that each group could have a conference discussion their research. Lastly, each student was required sign up for an account on Mixed ink. For the end result, the students were to provide a five-paragraph collaborative essay on the history and geopolitical culture of modern day Iraq. Another artifact that I believe showcases my mastery of this standard is the Annotated Bibliography that I created in Edtech 504: Theoretical Foundations of Educational Technology. In creating this bibliography I was required to conduct research on a topic that was applicable to technology and how its used in educational settings. I chose to research information on Cognitive Theories/approaches in Educational Technology. I mainly chose articles that focused on the study of behavioral science. More specifically, I aimed my research at the cognitive approach and ideals behind teaching and learning. I chose a wide array of resources for this particular assignment from that of Paiget, Ausubel, and Bruners studies on how early childhood cognition develops to how computer based simulation can aid in better decision making processes. I gathered an array of articles and research that I believed would aide in my

16 development of a more narrowly focused research paper. I believe that the articles gathered for this particular project gave me a good foundation for my final project. My final project was a focus on cognitive theory and how it applies to the educational technologist. This artifact demonstrates my mastery of the AECTs Information Management Standard because its creation allowed me to be able to find, collect, organize, and deposit this valuable information for current and future access. With this information, I was able to create a cache of resources for learning. I believe that this artifact demonstrates mastery of standard 4.4.

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.

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

To demonstrate standard 5.1, problem analysis, I chose an artifact I created during my studies in Edtech 501, Digital Divide. I created this project as an exercise to help determine problems using information gathering and decision-making in regards to technology usage in my unit. I specifically researched digital divide. This particular area of study has numerous factions and outlying subcategories. For this assignment though, I chose to focus mainly on how digital inequality affects my work center. For my research, I spoke with my fellow instructors at length about their own personal experiences with digital inequality as well as how they perceive this issue with their students. I also got to

17 know my students on a more personal level as a way of trying to dig into the reasons why I believe that their is such a vast disparity of digital inequality among my new recruits. The three biggest factor that I found to be the cause were students that grew up in a lower income family, students that grew up in rural areas, and students that had lower levels of education. My fellow instructors also concluded the same results. My fellow instructors and I got together and came up with some ideas as to how we might mitigate the level of inequality amongst our trainees. We all agreed that the use of mobile technology as well as being better educated ourselves, as instructors, would greatly help in reducing this gap.

Standard 5.2 Criterion-Referenced Measurement - Criterion - referenced measurement involves techniques for determining learner mastery of prespecified content.

For this standard, I have chosen my databases and spreadsheet assignment from Edtech 541. This artifact is intended for junior Non Commissioned Officers (NCO's) holding the ranks of Staff Sergeant and Technical Sergeant. The objectives were that all supervisors would compare and analyze applications based on various factors and determine whether or not the airmen met retraining eligibility criteria for certain AFSCs. Additionally, supervisors were to create a spreadsheet and record their findings. Each supervisor was to create at least two styles of charts or graphs from their data. Lastly, supervisors were to create a Power Point presentation to present to their squadron superintendent. Their presentation was to include a capture of the spreadsheet created used to determine retraining eligibility as well as a graph that depicted the results. This project addressed the standards outlined in AIR FORCE INSTRUCTION 36-2626, 1 JULY 1999 Personnel AIRMAN RETRAINING PROGRAM. Integrating spreadsheets for this activity was crucial and were used to help supervisors make visual comparisons and connections that were otherwise difficult. The timeline given for this assignment was one working week. They were provided computers with Internet access, spreadsheet

18 software (Microsoft Excel) and presentation software (Power Point). The following is the list of learning activities that were desired.

Supervisors will review all rules and regulations in accordance with AFI 36-2626 to determine retraining eligibility. Supervisors will cross check applicants ASVAB scores with requirements for each applicant desired retraining requirements. Supervisor will chart scores and requirements of each applicant into spreadsheet. Using required ASVAB scores needed and actual ASVAB scores obtained by applicant, supervisor will create at least two charts utilizing excel to demonstrate eligibility of retraining.

Supervisors were assessed on timeliness and accuracy of their information. Accuracy of results must be in 100% compliance with AFI standards or supervisor will be directed to re accomplish task. I also chose my School Evaluation Summery assignment that was completed during Edtech 501 to represent this standard. Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content. For this particular assignment, I completed an evaluation of my schools technology integration. Although I do not teach in a traditional school setting, I do run my units 90-day training program for first term airman. Although this assignment was very eye opening to me as I learned just how little we actually utilize technology, it was gratifying to actually have an actual measurement of where my unit stood. What is even more concerning than how little we actually utilize technology in general though, is how little we utilize technology that we actually do have available to us. This assignment was a twopart assignment. A maturity benchmark survey was conducted as well as an official technology use evaluation summary. Through this assignment I was able to gauge the technology use plan of my current work center. Additionally, it gave

19 me a reference to guide me in furthering our units training program. I believe that both of these artifacts provide referenced measurement that involves techniques for determining learner mastery of pre-specified content.

Standard 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.

Both formative and summative evaluation is equally critical components in the evaluation process. To demonstrate this standard, I chose my Edtech 505 evaluation project, Evaluation of the 4th Air Support Operation Squadron Combat Mission Ready (CMR) Tracking and reporting Program. This artifact demonstrates my ability to effectively use both formative and summative evaluation. This evaluation was conducted to determine the effectiveness of how the 4th Air Support Operation Squadrons combat mission readiness training was tracked as well as how effective and ready they were to carry out the units mission statement. This evaluation took place over several weeks. Both squadron members as well as leadership were included in the observations of this evaluation. Formal evaluation measures were utilized in order to pull factual data and numbers. Additionally, these numbers were only revealed to other evaluators. This was done mainly to keep the leadership from skewing the outcome halfway through the evaluation. At the conclusion of my observation period, summative evaluation was used to draw conclusions as to the programs overall effectiveness towards achieving its intended goals. A thorough analysis of the summative data concluded that many more work hours were required to maintain the new CMR tracker and that there was no real benefit in terms of overall squadron combat readiness

Standard 5.4 Long-Rang Planning - Long-range planning that focuses on the organization as a whole is strategic planning. Long-range is usually defined as a

20 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.

Throughout my studies in the Master of Edtech program, I tried to reflect on the long-term effects of the implementation of all of my work. As I worked on each assignment, I tried to think about how I might use it to progress the learning environment around me, whether that was my current instructional status or a future educational endeavor. As I began reflecting on this particular standard, I thought about the long-range plan that was covered during my studies in Edtech 501, Technology Use Plan. The focus of the presentation was the utilization of technology in my current workplace. Although technology can greatly enhance the learning experience, it must be understood and properly implemented. Having a benchmark to go by and following up with a steady progression of both learning and implementing new technologies is greatly beneficial to both educators and students alike. Completing this assignment helped guide me into a new direction as well as gave me a starting point for implementing a long-range technology use plan for my work center.

Conclusion
My journey into the world of educational technology has been a very fun and rewarding experience. I feel that I have had tremendous growth. Each artifact that I have selected for this portfolio has had a positive learning impact on my growth and understanding of educational technology and instructional design. I have learned things that I would have never thought possible prior to beginning this program. This program has given me a tremendous amount of exposure to various educational technology and online teaching methods and tools that have improved my skills and knowledge as an educator. I put a lot of thought into each artifact selected for this portfolio as I believe it will serve as both a reflection on my growth and a look into my future professional life; a life of continued growth,

21 development, and knowledge. I look forward to the journey ahead of me as I have the tools and knowledge to help guide me going forward. As a life long learner, I know that this step in my life is just one of many more to come.

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Resources

Aronson, E. (n.d.). Explore the Jigsaw Classroom. Retrieved January 29, 2014, from Jigsaw Classroom: http://www.jigsaw.org/ Association for Educational Communications and Technology. Standards for the accreditation of school media specialist and educational technology specialist programs. (2005). Retrieved from http://aect.org Clark, R. C., & Mayer, R. E. (2003). E-learning and the science of instruction. Jossey-Bass/Pfeiffer: San Francisco, CA. Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River N.J., Pearson/Merrill/Prentice Hall. Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J.: J. Wiley & Sons.