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EDTECH 592 - A Look Back into Future Technologies

Jeff Salvati
Social Studies Teacher, Lost River Jr./Sr. High School, Merrill, Oregon
July 17th, 2014











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Introduction
My name is Jeff Salvati, and I am a high school social studies teacher. I have had the
privilege of teaching Global History, Psychology, Advanced Psychology, Government,
Economics, and History through Film for the past two years at a small school in Southern
Oregon. However, with small, rural schools often comes the challenge of poverty, and that is no
exception at my school. With one-third of the student population without internet access at
home, it is often difficult to integrate high levels of technology within the classroom. Yet, the
Masters Degree program in Educational Technology has helped me to introduce students to
new and exciting ways of learning. Not only have my students been exposed to the values of
technology, but other staff members have benefited from my experiences with this program as
well. As I progress with my teaching career, I hope to continue to not only educate myself with
educational technology, but also be able to integrate that into the school curriculum.
This rationale paper is organized by the AECT Standards that are defined by the EDTECH
program. Throughout my studies, I have created many artifacts that are directly linked to
meeting these standards. I will briefly explain these linked standards, and how meeting them
has helped me to advance my understanding of educational technology, but also how I have
been able to pull from theory and apply what I've learned into my own classroom.
Standard 1: Design: Design is the process of specifying conditions for learning.

One of the most important lessons that I have learned about design is that technology
needs to be used for learning, not simply learning about the technology itself. There are many
teachers within my own district that are guilty of using technology just for the sake of using it,
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as I myself have befallen that fate from time to time. Therefore, this standard is of utmost
importance in that educators have the ability and knowledge to design curriculum with
technology as a tool to be used to better the learning, instead of a design that simply teaches
them to use basic technology, or is overkill for the assignment at hand.
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.
EDTECH 501 and 532: Tech Trends Assignment/Video Game Lesson Plan

I had the opportunity to create an artifact that not only met this standard, but that had
the ability to be modified, implemented, and used for another course in a more in-depth
manner. The assignment revolved around the creation of a lesson plan that integrated current
technology trends into the classroom. I decided to implement the strategy of game-based
learning through a videogame named Stronghold, and apply it to my Global History class.
Instead of focusing on what in reality is a videogame created for entertainment and enjoyment,
I modified the intended purpose of the game into one that promoted creativity on the part of
the students, and paired it with prior knowledge of medieval castle designs. With the Tech
Trends Assignment, I had the opportunity to apply the Horizon Report and integrate a new
technology into my potential teaching curriculum by following the steps of analyzing the game,
designing and developing the purpose of it, implementing it into the class, and further
evaluating its outcome.
With the Videogame Lesson Plan artifact, I was able to take a larger step in applying a
trial run of my lesson plan in an actual classroom setting. As I noted in my reflection for the
assignment, the students immediately were immersed in designing medieval castle structures
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in an innovative environment. In other words, they were learning about castle design through
the video game, not just playing the game. As Lee Sheldon explains in his book The Multiplayer
Classroom, it is exceedingly important, when including game-based learning, that there is a fine
balance between using the game as a tool to learn, as opposed to using the game to be
entertained (Sheldon, 2012). Therefore, my students were not playing through the intended
sequence of the videogame; instead I modified and developed the game to meet the
educational purpose.
1.2 Message Design: Message design involves planning for the manipulation of the physical
form of the message.
EDTECH 513: Podcast Assignment (World History in 7 Minutes or Less)

As a history teacher, I enjoyed having the ability to recreate a historical story, and apply
it to a slideshow incorporated with music, audio, and video. Likewise, the podcast assignment,
titled as World History in 7 Minutes or Less, afforded me the opportunity to use my ability as a
lecturer into a purely auditory format of message delivery. Reaching a diverse group of students
requires constant alteration to lesson design, as evident in the creation of the podcast. Patricia
Smith and Tillman Ragan, in Instructional Design, explained that a good designer knows how
and when a student has met the objectives of instruction (Smith and Ragan, 2005). Through the
creation of this podcast, I created a set of objectives and purpose from the lesson, that would
be evident when the students completed the target goals.
EDTECH 513: Renaissance Multimedia Assignment
Along with the auditory podcast, the Multimedia assignment illustrated the use of
multimedia principles, such as continuity and proximity, to an already created presentation that
I use in the classroom. By including these rules of graphic design, studies have shown a higher
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retention rate of information by the students, as opposed to being overwhelmed by a multitude
of graphics, images, sound, and video (Lohr, 2003). These principles were integrated into my
presentation on the Renaissance, and as a result, I have applied these concepts to many of my
other presentations by simply altering the physical design.
EDTECH 513: Coherence Analysis

The final artifact that meets Standard 1.2 is the Coherence Analysis, again from the class
513. The coherence principle is one that states that if there is too much material or too many
"flashy objects", then it can actually detract from the overall learning outcomes (Clark and
Mayer, 2003). By providing the general framework for how to design multimedia lessons, these
assignments adhere to the principles of this standard.
1.3 Instructional Strategies: Instructional strategies are specifications for selecting and
sequencing events and activities within a lesson.
EDTECH 502: Propaganda Webquest

To meet the instructional strategies standard, I completed two assignments that were
structured around the requirement of following sequential activities and events. The first
assignment was a Propaganda Webquest created in the 502 course. While much of the class
was centered upon using Dreamweaver to create unique websites, there were still many
opportunities to create multimedia products to be used in the classroom. The Propaganda
Webquest afforded me the ability to integrate a normal classroom assignment that I use in my
Global History course, and use it with a strong technology component. The students follow the
sequential steps in completing the activity, and each element has a specified learner
characteristic (auditory, kinesthetic, visual), thus allowing me to diversify my teaching strategies
to meet the student's needs. As stated by Smith and Ragan, some learning tasks are quite
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different in the amount of cognitive effort required, therefore, the importance of diversification
in lesson design should be stressed (Smith and Ragan, 2005).
EDTECH 502: WWII Jigsaw Activity

The second assignment used to meet this standard was a Jigsaw Activity, completed in
502. The jigsaw format of learning is something that I strive to incorporate into my classroom
teaching often, and this activity was one that I was able to immediately integrate into my
curriculum. Jigsaws push students to become responsible for not only their learning, but the
learning of other class members. Once again, students were asked to follow the sequential set
of steps in becoming "experts" in their respective subjects, and then turn and teach that to
other members in their group. Using this jigsaw activity with the internet, students were pairing
their understanding and learning of World War II theaters of combat with research via the
internet, but also allowed for student freedom and creativity in their studies.
1.4 Learner Characteristics: Learner characteristics are those facets of the learner's
experiential background that impact the effectiveness of a learning process.
EDTECH 502: Netiquette Assignment
While developing instructional materials, it is important to ensure that steps have been
taken to ensure an equal learning environment for all students. The artifact created to meet
this was the Netiquette Assignment, where we were asked to create a webpage that explains
the usage and "good manners" etiquette to follow when using the internet with fellow
students. In a way, this assignment helps to level the playing field for all learners, and create a
hospitable learning environment that is fair for all learners, and their varying amounts of
learning characteristics. As is often the case when one enters a new culture, or unfamiliar
territory, offensive actions and bad manners can occur without the person understanding the
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social norms. Many students come into an internet environment with varying degrees of
experience, therefore, a formal set of regulations is needed (Ross, n.d).
Standard 2: Development: Development is the process of translating the design specifications
into physical form.
Similar to the design standard, the development part is contingent on the well designed
and implemented instructional material. Therefore, it was important for me to develop material
that was consistent with the level of work and design that I expected from my students when
used in my classroom.
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.
EDTECH 502: Propaganda Webquest
As the standard states, this needs to be addressed by using mechanical or photographic
means to transmit print materials in a digital way. The Propaganda Webquest assignment from
502 is the ideal artifact that meets this standard, in that print technologies were the primary
focus of the webquest itself. During this assignment, students had the ability to research World
War II propaganda posters through the use of the National Archives and other websites that
offer once printed materials in a digital format. In a way, being able to access print materials via
the internet is almost like taking a field trip. Print technologies are incredibly relevant to the
history classroom, and one that I will continue to research as its relevancy is tied directly to my
teaching.
2.2 Audio-visual Technologies: Audiovisual technologies are ways to produce or deliver
materials by using mechanical devices or electronic machines to present auditory and visual
messages.
EDTECH 513: Screencasting Project on Game Theory (Economics)
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In the 513 Multimedia course, I was able to complete the Screencasting Project that fits
perfectly into the needs of this standard. In this project, I created a digital lesson revolving
around Game Theory in Economics. I provided a step-by-step instructional method to teach
students how to complete two game theory boxes. I was able to use the program Screencast,
which copied everything that I was doing on my computer. All I needed to do was add in my
voice, and follow my on screen template to complete this method of instruction. This simple,
straight forward approach to incorporating technology was an easy way to not only teach a
lesson, but diversify the learning environment. The lasting effects of the Screencasting Project
allows me to create lessons that can be repeated for students who are absent, or need to
review a day's lesson, creating a new type of audio-visual delivery.
2.3 Computer-based Technologies: Computer-based technologies are ways to produce or
deliver materials using microprocessor-based resources.
EDTECH 513: Creating My Learning Log

This standard is represented within this culminating activity. Through EDTECH 501 and
EDTECH 513, I have worked on the creation of a Wordpress website to serve as my digital
portfolio. Therefore, by creating this website and incorporating computer-based technologies
into its creation, this standard has been met through its full completion and application. Not
only has it been met in this regard, but I have begun to incorporate digital portfolio keeping in a
one of my classes as a way to formatively assess my student's progress through their
coursework as a way to change the learning outcomes as needed by the students (Smith and
Ragan, 2005). It is something that I will likely continue to integrate into my teaching.
EDTECH 541: Spreadsheets/Databases Applied in Social Studies

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Another assignment that meets this standard is the Spreadsheet/Database assignment
completed during my 541 course. This artifact had direct correlation into my Global History
course, as I took the exact principle learned, through Excel, and applied it to my class. In this
task, we learned how to integrate a spreadsheet into an everyday class assignment with little
preparatory time. I took this idea, and had my students create a digital timeline of European
explorers using Microsoft Excel. The students immediately grasped upon the idea of using
computer-based technologies to create this timeline, as opposed to pen and paper. As stated in
Integrating Educational Technology Into Teaching, these types of skills, primarily regarding
Excel, transfer into a multitude of post-education, job related opportunities (Robyler and
Doering, 2013).
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.
EDTECH 501: Digital Inequality

The Digital Inequality assignment was an early challenge in 501. This required the
students to work in a jigsaw fashion to create a coherent presentation on opportunities for
communities to close the "digital divide", which helps poor and rural communities overcome
challenges to introduce technology. Not only did each student have to create their own slides,
but we also had to meet virtually through Google Hangouts, use Google Docs to create a
uniform information sheet, use video and microphone to communicate, and record audio for
the presentation. In other words, there was much more than just students emailing slideshow
slides and information to one student to compile. It was complete interaction. And through this
interaction through a multitude of technologies, this process allowed me to meet the standard
through this artifact.
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EDTECH 513: Digital Story of WWII
I was able to take those computer-based skills and apply them to another integrated
technology assignment in my 513 class, with the creation of a digital story in EDTECH 513. I was
required to integrate recorded audio from my microphone, screen captured items on my
desktop, imported video from another source, and create a slideshow of images, audio, and
videos. I attempted to have students in my History through Film course complete a similar
assignment, but local internet blockers made it a difficult task to complete, which has led me to
inquire about the opening of several websites through our internet domain. Nonetheless, the
application of multiple forms of computer-based technologies integrated into a coherent,
synthesized product has helped me to meet this standard, and apply it to practice, taking into
account visual literacy principles, including proximity, text-based standards, and image
coherence (Lohr, 2003).
Standard 3: Utilization: Utilization is the act of using processes and resources for learning
For this standard, the goals that need to be met are diverse, but are nonetheless
important to the development of technology in education. This standard deals more with the
"how" of implementation, in that it covers how educators are implementing the technology
into the classroom. Similar to the first standard, this one is important in that the old adage of
throwing technology into a lesson does not make it inherently better, but rather it needs to be
utilized to its maximum, and designed, potential.
3.1 Media Utilization: Media utilization is the systematic use of resources for learning.
EDTECH 513: Coherence Analysis

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An assignment that meets this standard is the Coherence Analysis from EDTECH 513. To
help fully utilize the use of technology, the coherence principle is one that focuses on teaching
educators to use media efficiently, effectively, and to not over-stimulate their target audience.
Too often do we see educators who create presentations that are asking too much of their
students. For example, one PowerPoint slide may contain several graphs, pictures, bright
colors, and paragraphs of text. While the educator may think more is better, according to the
coherence principle, presentations need to be well organized, well constructed, and have a
clear target goal without the clutter (Clark and Meyer, 2003). As a fairly new member of this
profession, I have learned to utilize these principles to my own presentations.
EDTECH 541: Art and Music Integration in Social Studies

An Art and Music Integration into Social Studies assignment, in 541, allowed me to take
several forms of media, and utilize their uniqueness by blending two subjects areas into one. In
this case, this lesson was a mix between Art, Music, and Social Studies, and it allowed me to
explore a new world of media available to this synthesis assignment. Using the media tool
Glogster, students had the ability to create an authentic sounding and looking Renaissance-
themed collage. By using tools such as Youtube and Creative Commons, students were able to
explore various forms of media, and utilized them into a cohesive collage. Glogster itself has
different formats available, but by integrating color, depth, and space principles to their
collages, they not only create a fantastic cross-curricular product, but also apply design
principles, incorporating the Art side of the assignment (Lohr, 2003).
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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EDTECH 501: Digital Inequality Assignment
This standard was one that was specific to the allocation of technological resources. It is
reminiscent of my own circumstance, as technological resources struggle to break the poverty
barrier that is holding back many of the rural schools in my district. However, through the
Digital Inequality Assignment of 501, this allocation of innovative technology resources can be
applied to real life circumstances.
As a member of a peer group that researched ways to filter technology into particular
communities, we learned about the many ways that technology can be incorporated into hard
to reach areas that may otherwise be cut off from access. As the standard states, this is about
planned strategies to diffuse resources into communities, and through this artifact, I learned
that there is more than one way to bring technology to those who need, or want, to have
access to them.
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.
EDTECH 501 and 532: Tech Trends Assignment/Video Game Lesson Plan

As I strive to bring new technologies and strategies into my own classroom, I believe
that it is just as important to have a school-wide implementation strategy. Through this
standard, this can be done. As noted before, the Tech Trends Assignment from 501 allowed me
to bring a new way to introduce curriculum to the students, which was through the videogame
Stronghold. After implementation of this lesson, which was done through my 532 class, I had
many teachers inquiring about the nature of the lesson, how it was implemented, and how the
students responded. One point that found positivity in my school was that in game-based
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learning, as noted by Sheldon, there is a necessity for students to be challenged. At the
beginning of the year, telling students that they have an F, and asking how will they overcome
that challenge, is one of those ways to create a focused and challenging environment (Sheldon,
2012). It eventually led to the funding of 3D Game Lab in an experimental fashion for the
upcoming school year. While this was an overwhelmingly positive experience that saw many of
my fellow educators searching for their own way of bringing new strategies into the classroom,
we concluded that our school was lacking in the technological resources to accommodate
multiple computer labs and laptops. This in itself has brought about an organized approach
through my school to develop and institutionalize certain technologies, but it was done through
goal-oriented utilization.

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.
EDTECH 501: Technology Use Planning Overview
Without have the policies and regulations that guide the implementation of educational
technology, there is little chance of successful integration on a large scale. School districts have
been creating technology plans for some time, and through an assignment in my 501 class, I
had the opportunity to dive into the technology use plan developed by several graduate
students at Mississippi State University. The plan, known as the Guidebook for Developing an
Effective Instructional Technology Plan, is relatively older in age, but still applicable to today.
They explain that a truly effective plan is one that is not reactive to the changing phases of the
technology industry, but proactive in nature. This can be interpreted in two ways. One,
educators should not be assessing their technology use based solely on available technology
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resources, but rather the potential of new, innovative, future products. Two, technology is
changing so rapidly, that a technology plan created to last for several years will be completely
irrelevant and cumbersome by the time the plan is no longer in contract (See, 1992).

Standard 4: Management: Management involves controlling Instructional Technology through
planning, organizing, coordinating, and supervising.

The management standard is one that is centered around the execution of proper
planning and design, as well as having roots in the previous standards. Within this standard are
four sub-sets that revolve around project, resource, delivery system, and information
management. While most of the other standards focused on curriculum development, this
standard seems to have a more administrative approach to it, and one that is definitely not to
be overlooked.
4.1 Project Management: Project management involves planning, monitoring, and
controlling instructional design and development projects.
EDTECH 505: Evaluation of School Webpage - Final Project
Without a doubt, the final project completed for the 505 course, which in my case was a
formal evaluation of my school's webpage, was ideal for meeting the standard of project
management. Following a painstakingly intricate evaluation, the project had me exploring
several methods of technology planning within the school district, and enlightened me to the
entangling webs that all influenced the fairly simple webpage. While project management and
implementation of particular technology designs is not something that I envision in my future, it
was nonetheless a valuable experience to understand the budgeting and negotiation that takes
place within the realm of planning and implementation.
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4.2 Resource Management: Resource management involves planning, monitoring, and
controlling resource support systems and services.
EDTECH 501: Matury Model Benchmarks/School Evaluation Summary
In EDTECH 501, we were asked to complete the School Evaluation Summary assignment
through Peter Sibley and Chip Kimballs Maturity Model Benchmarks, where we were tasked
with completing a general assessment of our school's technological resources. As mentioned
before, this was a difficult yet enlightening process, given the lack of resources available to the
school. The standard asked for a cost analysis evaluation of resource management, and my
school was inadequate in several areas. However, even with some newer technologies such as
SmartBoards and digital projectors, there are many educators who simply set these aside and
do not bother to use the new, in favor of the old. Therefore, the overall resource management
of my school, as I learned through this artifact creation, was lacking. While this was the
outcome of the application to the benchmarks, the standard is met through the monitoring of
the resources that were being managed in my particular school, and looking through the
support systems and services.
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.
EDTECH 502: Mobile Learning - 1950s USA
The delivery system management standard requires understanding of information
delivery that can be applicable to multiple devices. In that regard, the assignment that I
completed that helped me to meet this standard was done in the 502 class, and was the Mobile
Learning instruction. In this assignment, I was asked to create a lesson that revolved around the
use of mobile devices that could access a specific webpage that I designed, centered around the
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United States in the 1950s. The webpage was meant, and created, for mobile users to be able
to easily navigate a website that may normally have been a burden. Often times, webpages that
are accessed through mobile devices are difficult to use because the site lacks the ability to
convert pages to a more mobile-friendly viewing capacity. In this assignment, I learned how to
modify webpages to be delivered in a mobile format.
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.
EDTECH 501: RSS Feeds

The task involving the RSS feeds was a completely new concept to me as I entered my
501 course. My first inclination of the RSS feed is that this will give students the opportunity to
save time in completing certain assignments. For example, if an assignment requires the
student to stay current on a topic, such as a presidential election, then the RSS feed will allow
them to see up to date information and posts regarding the election through these websites.
Instead of having students scour the internet for a related article, the RSS feed taught me that
by a simple click of a button, certain topics and trends can be followed. Therefore, it was a
systematic control, storage, and transfer of internet resources that allowed me to meet this
standard.
EDTECH 501: Zotero Library Assignment
Another assignment that helped me to understand the storage and accessibility of
internet data was the Zotero Library Assignment from 501. As the same with the RSS feeds
assignment, Zotero has grown from an amazing bibliographic tool for my students to one that I
cannot live without with my own research. Not only is Zotero easily plugged in to the internet
browser, but it also can create an automatic bibliography section for a paper. This, paired with
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the RSS feed, can save valuable time for students working on internet research assignments.
Through the systematic control, storage, and transfer of digital information through RSS feeds
and Zotero, this standard has been met through the artifact assignment dealing with the use of
the tool.
Standard 5: Evaluation: Evaluation is the process of determining the adequacy of instruction
and learning
The final standard set is arguably the most important aspect to understanding
educational technology. Without a clear form of evaluation to measure the success of
implementation, then truly the ability to integrate technology in the education system is
haphazard and disorganized. By having a comprehensible form of evaluating materials,
educational effectiveness can be calculated.
5.1 Problem Analysis: Problem analysis involves determining the nature and parameters of
the problem by using information-gathering and decision-making strategies.
EDTECH 503: ID Final Project - Creating a Prezi on a Historical Figure
The Instructional Design Project of 503 allowed me to look into the problem analysis
stage. I applied the instructional design process through a created assignment regarding
student creation of a Prezi presentation on a historical figure. Throughout this artifact, I learned
about the importance of instructional design as it applies to the creation of technological
lessons. A course, or lesson, that is poorly planned is often what leads to a lack of
understanding on the students perspective (Smith and Ragan, 2005 ). A well planned and
designed curriculum component is the structural backbone to any lesson outcome, and through
this artifact, that was the largest takeaway, and allowed me to meet this standard.

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5.2 Criterion-Reference Measurement: Criterion-referenced measurement involves
techniques for determining learner mastery of pre-specified content.
EDTECH 505: Evaluation of School Webpage
Through the EDTECH 505 class, the final evaluation project helped me to meet this
requirement. The standard states that it must be met through criterion-reference forms of
evaluation to measure the success, or lack thereof, of the lesson being applied. As I completed
an evaluation of the school's webpage, I used a simple form of feedback for the students,
faculty, administration, and parents. The evaluation asked them to rate their level of
understanding, approachability, and overall usefulness of the school's webpage. This gave me
an incredibly honest and straightforward set of criteria from which I could generate my results
for the report, but also use for my reflection and recommendation. Therefore, by using the
results from the measurements, I was able to fully evaluate the webpage from the point of view
of many stakeholders involved.
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.
EDTECH 505: Evaluation of School Webpage
Formative and summative assessments are critical to any lesson, as they provide a
guideline for moving through a unit, or lesson, of study. Through the EDTECH 505 Evaluation
Project, which serves as the best example of this, I was able to use both formative and
summative assessments to guide my final evaluation.
To do this, I constructed a survey to help guide my evaluation of the school's website. In
other words, I worked to identify areas of concern for the stakeholders involved. As the
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evaluation progressed, the stakeholders and I identified steps that could be taken to better the
target of the evaluation. At its conclusion, a final recommendation was made through the
summative processes that led to the actual changing of the website through the district
administrators. The importance of understanding if the evaluation meets the targeted goals of
the stakeholders is stressed through Smith and Ragan's text, and this must be included for a
successful evaluation (Smith and Ragan, 2005). By systematic use of both formative and
summative evaluations, the overall target of the project was created, and met the needs of the
stakeholders.
5.4 Long-range Planning: Long-range planning that focuses on the organization as a whole
is strategic planning. Long-range is usually defined as a future period of about three to five
years or longer. During strategic planning, managers are trying to decide in the present what
must be done to ensure organizational success in the future.
EDTECH 501: School Evaluation Summary

By completing the Tech Trends Assignment for 501, I was able to dive into the
guidebook for designing technology plans. The guidebook called for districts to implement long-
range plans in a series of cycles, as new technology will constantly be changing the needs of the
district plan. Also, systematic training of staff needs to be implemented at a rate that is
consistent with the rapidly changing technologies. In other words, what this assignment taught
me was that while there are incredible needs for long-range planning when it comes to
technology, it needs to be a constant, on-going process to meet these demands.
Conclusion
Coming to the end of this program is a bittersweet experience. My knowledge and level
of comfort entering in to this degree program was quite naive in retrospect. I felt that this was
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something that would build upon my understanding of educational technology, but instead, it
completely shattered my belief that I knew everything about technological trends and tools. As
I have already applied many of these tools and experiences to my own school, I'm looking
forward to being a technology leader in not only my school, but also my district. I believe that
there are few degree programs where students can literally pull direct information and tools
that are immediately applicable to just about any educational situation. Without a doubt,
meeting these standards have made me a stronger teacher for the 21st century, makes me a
more valuable job candidate if the need arises, and has increased my awareness of the ever-
changing digital realm.










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Bibliography
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consumers and designers of multimedia learning. San Francisco, CA: Jossey-
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Graduate Students at Mississippi State University. (1996). Guidebook for developing an
effective instructional technology plan. Retrieved from:
http://www.nctp.com/downloads/guidebook.pdf
Lohr, L. (2003). Creating graphics for learning and performance: lessons in visual literacy.
Upper Saddle River, N.J.: Merrill.
Roblyer, M. & Doering, A. (2013). Integrating educational technology into teaching. Boston:
Pearson/Allyn and Bacon Publishers.
Ross, S. (2011). The Core of Netiquette. Albion. Retrieved from
http://www.albion.com/netiquette/introduction.html
See, J. (1992, May). Developing effective technology plans. The Computing Teacher, 19, (8).
Sheldon, L. (2012). The multiplayer classroom designing coursework as a game. Boston, MA:
Course Technology/Cengage Learning.
Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.