Running head: Rationale Paper for a Master of Educational Technology

Rationale Paper for a Master of Educational Technology

Nicolas Hernandez
Educational Technology Coach, Boerne Independent School District, Boerne, Texas
September 27th, 2015

INTRODUCTION

Rationale Paper for a Master of Educational Technology

This paper is a part of the final culminating project for the M.E.T. program at Boise State
University. It is intended to provide a clear rationale for the work I created as part of the M.E.T.
degree program, why the work was selected, how my work relates to research, and how the work
I created represents a mastery of the AECT standards. The paper is organized by standard. For
each standard and indicator listed, I have selected artifacts that showcase a mastery of the
standard.
STANDARD 1: CONTENT KNOWLEDGE
Indicator: Creating - Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches. (Januszewski, Molenda, & Harris, 2008, p. 81)

EdTech 503: Introducing Google Classroom

The artifacts chosen for this indicator were created for different audiences and
environments. The artifact that was created for EdTech 503 involved planning a lesson created
for educators to learn about Google Classroom. The lesson was designed to be delivered in a
series of professional development sessions with a class facilitator assisting the learners. Since
the majority of the learners were unfamiliar with Google Apps for Education, a lesson was
designed that facilitates and supports learning (Spector, 2001, p. 309) by accounting for
specific learner needs and support required to teach how to use a new technological tool to
educators. I gave considerable effort to provide learning opportunities that facilitate
communication, collaboration, and interaction (Snyder, 2009, p. 51).
EdTech 534: The Kids Learn App
I designed the Kids learn app to teach toddlers about the classifications of colors, shapes,
and animals on their own. The app provides young learners with an opportunity to touch select

Rationale Paper for a Master of Educational Technology

different shapes, colors, or animals. Upon touching the icon, the items classification is played
and the icon changes to the word representing the icon. The app also features a matching game
that provides the learners with an opportunity to drag the icon to its name to apply what they
have learned by interacting with the app. To make this app effective in its educational design, I
used what I had learned in EdTech 541 about drill and practice software. By including answer
judging and by providing appropriate feedback for correct and incorrect answers, the app
meets the threshold for effective drill and practice software (Roblyer & Doering, 2013, p. 83)
Indicator: Using - Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy. (Januszewski,
Molenda, & Harris, 2008, p. 141)
EdTech 541: Social Studies Primary Sources: Understanding Slavery.
Throughout the duration of the course in EdTech 541 I had the opportunity to create
lessons that integrated technology into the classroom curriculum. This lesson provides learners
with the opportunity to explore primary sources. An activity which can boost student engagement
and create a rich learning experience (Ruffin & Capell, 2009). The lesson uses primary sources
from the PBS.org website to provide students with authentic accounts of slavery from former
slaves. The lesson also includes a game where students will play the role of a teenage slave
named Lucy. Finally, the lesson incorporates Edmodo by having students write about what they
learned. The use of multiple different forms of technological resources to enhance the learning
experience is consistent with mastery of this indicator. While I havent had the opportunity to use
this lesson yet, I do plan on implementing this lesson with 8th grade students at two middle
schools in my district this school year.

Rationale Paper for a Master of Educational Technology

Indicator: Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the
effective integration of appropriate technologies and instructional materials. (Januszewski, Molenda,

& Harris, 2008, p. 141)

EdTech 502: Virtual Tour - Titans of Technology
The Titans of Technology Virtual Tour assignment allowed me to create a dynamic user
experience by incorporating a wide array of resources into the virtual tour. The tour itself was
created on a website that I built using Dreamweaver. I had an idea to use technology that I had
recently discovered on sitepals.com to create a talking avatar and use the avatar as a virtual tour
guide. The reasoning behind using this technology and every other piece of technology that is
included in the virtual was the desire to make the content more engaging and relevant to
students. I used Hansens recommendation to place the learning within the context of doing to
create the virtual tour (2004, p. 98). I created the virtual tour guide and placed her on each page
of my site to help guide the tour and then I tested the site for accuracy, appropriateness of
content, and usability. I then chose to test my virtual tour with colleagues before turning it in as a
completed assignment to professor Lowenthal. I did have a chance to use the lesson with
students in a middle school Technology Applications class. The students were engaged with the
content and scored favorably on the assessments.
Indicator: Managing - Candidates demonstrate the ability to effectively manage people,
processes, physical infrastructures, and financial resources to achieve predetermined goals.
(Januszewski, Molenda, & Harris, 2008, p. 178)
EdTech 501: School Evaluation Summary

Rationale Paper for a Master of Educational Technology

EdTech 501 provided me with my first opportunity to begin to take a leadership role with
regard to technology use, technology resources, and technology integration on my campus. I was
the Technology Coordinator and a classroom teacher when I took EdTech 501. I had to gather
authentic data for the School Evaluation Summary assignment. This empowered me to take a
larger interest in forging the direction of how technology was being utilized on the campus. As a
result of doing the School Evaluation Summary I learned that most of the teachers on the campus
were using technology for administrative purposes only and there was very little use of
technology in the classroom by students for learning. I approached the principal with my data
and made a request to conduct professional development sessions for the faculty with an
emphasis on integrating technology into the classroom curriculum. I was granted my request and
I conducted 6 different professional development sessions for staff members during the school
year.
EdTech 505: Request for Proposal
The Request for Proposal assignment was created for EdTech 505 as a precursor to a full
evaluation project. The assignment called for the creation of a proposal to conduct an evaluation
for a third party. I included the request for proposal assignment in this section because the
design of the evaluation protocols, and task schedule is an exercise in resource management.
Although the assignment is fictitious, the planning process and sequential nature of the steps in
the evaluation provides a lifelike simulation of resource management and coordination.
Indicator: Ethics - Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and Technology
(Januszewski, Molenda, & Harris, 2008, p. 284).

Rationale Paper for a Master of Educational Technology

EdTech 501: EdTech Research

As part of the EdTech 501 coursework, I was asked to conduct research and create an annotated
bibliography. I chose to research the positive impact that educational technology can have on
inner-city schools. My research revealed a large technology access gap between high and low
socioeconomic schools (Hohlfeld, Ritzhaupt, Barron & Kemker, 2008). This realization helped
me understand my students on a deeper level. I was suddenly aware that most of my students did
not have access to technology at home. This meant that for most of my students the 48 minutes
they spent with me in the computer lab was the only time they had access to a computer for the
entire day. The research prompted me to find ways to increase access to technology for my
student population. I always knew that some of my students did not have computers at home, but
until I conducted this research, I did not completely understand how limited access to technology
can have an impact on student performance (Fairlie, 2012).
As a result of what I learned from my research, I modified my lesson plans to provide my
students with more time with technology. I also extended my after school computer lab
availability time, and I created a technology club for the school to increase technology access to
the entire campus population. The research I conducted for EdTech 501 helped change me, my
classroom, and my campus. It also enabled me to take ownership of the digital access gap and do
my part to help level the playing field for a diverse population (Lin, 2007).
STANDARD 2: CONTENT PEDAGOGY

Rationale Paper for a Master of Educational Technology

Indicator: Creating - Candidates apply content pedagogy to create appropriate applications of

processes and technologies to improve learning and performance outcomes (Januszewski,
Molenda, & Harris, 2008, p. 1).
EdTech 536: Final Project - The Legend of Zandu Video Game
The Legend of Zandu video game was created with the idea of teaching fifth and sixth
grade Technology Applications students about computer hardware, software, and about the
Internet and the World Wide Web. These topics proved to be difficult to teach in the past because
students would lose interest with some of the abstract concepts. I chose to supplement the
teaching of these concepts by creating a game and leaning on the statements expressed by Lin et
al. that, game-based learning theory is grounded in the concept that a competitive game
environment requires students to actively participate, thereby increasing their desire to learn
(2013, p. 272). With this in mind, the game was created for students in Texas, so the Technology
Applications standards were consulted before the game was built. The game features a series of
quiz type mini games that help reinforce key vocabulary and concepts contained in the
Technology Applications curriculum. The game was implemented in two classes in the Spring of
2015 and not only was the game a hit with students as a method of teaching students about the
class content, but students also became interested in creating similar games on their own.
Indicator: Using - Candidates implement appropriate educational technologies and processes
based on appropriate content pedagogy. (Januszewski, Molenda, & Harris, 2008, p. 141).
EdTech 541: Spreadsheet Software Assignment
The Spreadsheet Software assignment was created to use content that is authentic and
relevant to the students in a manner that will help make the lesson more meaningful to them and

Rationale Paper for a Master of Educational Technology

by extension, help the students learn at a deeper level (Snape & Fox-Turnbull, 2013). The lesson
teaches students about the significance of cultural diversity and how the country may differ in its
ethnic makeup from one region to another. The lesson has students researching authentic census,
and school population data to determine the ethnic population of the United States, Texas, and of
their school. Students will then take the data and construct charts and graphs that depict a visual
representation of the information they gathered, analyze the data, and form a hypothesis as to
why the results are different from one region to another. This lesson exemplifies the using
indicator for standard 2 because the lesson (and the technology integration associated with it)
was built to accommodate the need to use primary source data to teach cultural diversity
(Januszewski, Molenda, & Harris, 2008, p. 141).
Indicator: Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the
adequacy of learning and evaluates the instruction and implementation of educational
technologies and processes (Januszewski, Molenda, & Harris, 2008, p. 116-117).
EdTech 503: Final Project - Part IV
The final project for EdTech 503 enabled me to create a unit of instruction using
instructional design principles. The instructional unit I chose to create was a unit that would
introduce Google Classroom to K-12 teachers in my school district. The evaluation portion of
this project involves an evaluation process on the effectiveness of the instruction, the design, and
the learning environment. According to Larson and Locke (2014), evaluation is critical part of
the design process that is used throughout the entirety of the instructional design process. This
training was subject to evaluation as it was created. At regular intervals of the design process, the
modules were reviewed and changes were made accordingly.

Rationale Paper for a Master of Educational Technology

Indicator: Managing - Candidates manage appropriate technological processes and resources

to provide supportive learning communities, create flexible and diverse learning environments,
and develop and demonstrate appropriate content pedagogy (Januszewski, Molenda, & Harris,
2008, p. 175-193).
EdTech 503: Final Project Part II and III
The instructional design process for the Google Classroom unit also required a
management of resources to ensure that the content could be delivered effectively. Part two of
the instructional design process is an Analysis Report. This report examines the learner
characteristics, the existing curriculum, and learner needs in order to design instruction that is
suitable to the population of learners (Larson & Locke, 2014).
Part three of the final project on instructional design involves planning. In part three of
the instructional design report, I had to evaluate the need, strategy, and pedagogy for the
instruction. I also had to ensure that the technology that was needed for the lesson was available
and appropriate for the assigned tasks. I showed my ability to create an appropriate learning
environment by careful consideration of the information in the analysis report and by planning
for instruction that took into account selecting technology, materials, and a location that
supported instruction.
Indicator: Ethics - Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community (Januszewski, Molenda, &
Harris, 2008, p. 296).
EdTech 502: Website Accessibility

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The Website Accessibility assignment served to make me more aware of designing

instruction for learners with special needs. I created the lesson to be effective for people with
visual disabilities, but I also wanted to make the site appealing to those who did not have visual
impairment. The lesson was designed to work with a screen reader and it provides information
on different tools that can be used to make sure that a site does not alienate potential visitors
because they have a visual impairment. I believe this show my ability to design work that
emphasizes and recognizes diversity because the lesson was created with care to be inclusive of
multiple populations in our society (Januszewski, Molenda, & Harris, 2008, p. 296).
STANDARD 3: LEARNING ENVIRONMENTS
Indicator: Creating - Candidates create instructional design products based on learning
principles and research-based best practices (Januszewski, Molenda, & Harris, 2008, pp. 8, 243245, 246).
EdTech 506: Final Project - GAFE in the 21st Century Classroom
The Google Applications for Education (GAFE) in the 21st Century Classroom
assignment was designed to help teachers make connections between their knowledge of learning
theory, and the potential benefit of using GAFE in the classroom. The final product is a website
that users can follow at their own pace. The website was created using Weebly and graphics that
I designed as part of the course. The lessons were created using content from the Internet and
content that I created to teach the lesson concepts. The websites lessons feature information
about the 4 Cs (communication, collaboration, critical thinking, and creativity) because these are
critical to a teachers understanding of the type of work students need to perform in class. The
website also helps teachers make a connection between the four Cs and Google Applications for

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Education to help teachers see how these collaborative tools by their very nature enable teachers
to utilize the four Cs in their classroom with students. The websites lessons were placed in a
logical and sequential order so as to help teachers create meaning from the lessons and identify a
practical, real-world application for what they learned (Ertmer & Newby, 1993).
Indicator: 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 (Januszewski, Molenda, & Harris, 2008, pp. 8, 243245, 246).
EdTech 502: Web Quest - Online Freedom
The Online Freedom Web Quest was designed for middle school students so that they
could see the arguments on both sides of the online freedom debate. At the conclusion of the
lesson, students will be asked to create an online Bill of Rights. The artifact was chosen to be
included under Standard two, using because it demonstrates a unique way for students to feel the
impact of the issue they are learning about. The Web Quest has students examine resources the
teacher provides about whether or not to restrict online freedom, but it also has students locate
resources on their own. This is an important part of the process because some of the resources
will be blocked by the school filter which will help make the lesson more authentic for the
learners because of the added significance the action of the filter has on their ability to complete
their assignment. (Snape & Fox-Turnbull, 2013).
Indicator: Assessing/Evaluating - Candidates use multiple assessment strategies (Januszewski,
Molenda, & Harris, 2008, p. 53) to collect data for informing decisions to improve instructional

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practice, learner outcomes, and the learning environment (Januszewski, Molenda, & Harris,
2008, pp. 5-6).
EdTech 542: Final Project - Assessments
This Project Based Learning Instructional unit was created for middle school social
studies students to help them understand the impact that the ancient Greek and Roman cultures
continue to have on our society in the present day. The lesson utilized the State of Texas
standards for middle school social studies and was designed so that students could use 21st
Century skills to create a product and collaborate with their peers. According to Hovey and
Ferguson, lessons that enable students to use these 21st century skills allow learners a more
meaningful experience with course content (2014). What made this a successful project when it
was implemented in the classroom were the assessments and reflection pieces. The lesson had
both formative and summative assessments. The formative assessments involved the facilitators
review of the content being used for the project and occurred as students built their final projects
to ensure accuracy and that the learning standards were being followed. The summative
assessment was an evaluation of the final project using a rubric. Additionally, students were
asked to reflect on the lesson and provide feedback on how the lesson could be improved. This
information was reviewed by the teacher and the lesson was redesigned to reflect the students
suggestions and recommendations.
Indicator: Managing - Candidates establish mechanisms (Januszewski, Molenda, & Harris,
2008, p. 190) for maintaining the technology infrastructure (Januszewski, Molenda, & Harris,
2008, p. 234) to improve learning and performance (Januszewski, Molenda, & Harris, 2008, p.
238).

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EdTech 501: School Evaluation Summary

As the Technology Coordinator for my campus, it was my job to examine campus
technology, and campus technology use to ensure that teachers had sufficient resources to
regularly integrate technology into the classroom curriculum. I conducted the School Evaluation
Summary using the Maturity Model Benchmarks established by Sibley and Kimball (1998) to
evaluate the state of technology and technology use on the campus. The campus scored well on
the use of technology for administrative purposes but lower on the use of technology in the
classroom. The report also showed that students had limited access to computers in the
classroom. I used the research in the School Evaluation Summary Report to make
recommendations for improving the technology infrastructure in the classroom but adding more
computers to classrooms, creating professional development sessions for faculty members,
increasing access to computers in the computer labs, and the creation of a technology club for
students and teachers.
Indicator: Ethics - Candidates foster a learning environment in which ethics guide practice that
promotes health, safety, best practice (Januszewski, Molenda, & Harris, 2008 p. 246), and
respect for copyright, Fair Use, and appropriate open access to resources (Januszewski,
Molenda, & Harris, 2008 p. 3).
EdTech 502: Copyright Scavenger Hunt
The Copyright Scavenger Hunt assignment was originally created for middle school
students in a Technology Applications class. The assignment was implemented and it was
effective in helping students understand the importance of citing sources. I noticed students were
confused about copyright involving images they located online. This lesson was designed as a

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primer for students, and it led to some very powerful discussions about the rights one has to their
work. As a result of using this lesson with my students, I saw a change in awareness to
copyrighted material and I began to notice that students were citing their sources.
I also had the opportunity to use this lesson in my current district with teachers. I noticed that
students in almost every classroom were copying and pasting images from Google images to use
in their work because they were told to do so by their classroom teachers. I created a professional
development training session on copyright, fair use, creative commons, and the public domain
for teachers. I used the assignment as part of my training with them and they have now
incorporated it into their lessons with their students.
Indicator: Diversity of Learners - Candidates foster a learning community that empowers
learners with diverse backgrounds, characteristics, and abilities (Januszewski, Molenda, &
Harris, 2008, p. 10).
EdTech 542: Teaching and Learning Guide - Differentiated Instruction
As an educator in the State of Texas, I am obligated to create a learning environment
where students from different backgrounds, with different talents, and with special needs or
abilities can be successful. I chose the Differentiated Instruction section from the project based
learning unit I created for EdTech 542 as my artifact for this indicator because I think this section
of the project captures the essence of creating learning environments that empower diverse
populations of learners to be successful. The Differentiated Instruction section provides detailed
accommodations for students in the Special Education program, English language learners,
students with visual impairments, students with hearing impairments, and students with
Dyslexia.

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STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Indicator: Collaborative Practice - Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
EdTech 503: Final Project - Part IV - Evaluation
As discussed by Larson and Locker, collaboration is a key component of the instructional
design process (2014). This was true for the instructional design process for the final project in
EdTech 503. I chose to create a unit on introducing Google Classroom to teachers in my school
district. Not only did I require collaboration from campus administrators, teachers, and support
staff to secure the location and make sure everything was ready for the training session, I also
had to make sure the content was appropriate for the audience, the setting, and the school
districts mission. To do this I utilized a Subject Matter Expert (SME) to review the lesson I had
created to give me feedback so that I could enhance the lesson. Based on the feedback I received,
I made some minor changes to the lesson and I began to plan working on a new stand-alone unit
that can be used by teachers independently.
Indicator: Leadership - Candidates lead their peers in designing and implementing technologysupported learning.
EdTech 506: Google Applications for Education in the 21st Century Classroom
Roblyer and Doering states that societys increasing dependence on technology to
communicate information means that students must learn the skills to use information
technologies effectively (2013, p. 20). It was with this premise in mind that the idea for the
creation of this artifact was born. I work as an Educational Technology Coach for my school
district. After survey results showed that teachers in our district were not utilizing the Google

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Applications for Education products with their students, I suggested that we create some training
materials and professional development sessions for the staff to help increase the integration of
these tools in the classroom to foster 21st Century skills. I created this artifact using the website
building tool Weebly by using resources I curated from the Internet as I conducted research on
the topic and materials that I created myself. The artifact was designed to be the first part of the
training. Teachers are expected to complete this training before they attend the face to face
professional development sessions. During these training sessions I act as a facilitator to work
with teachers to create materials that utilize the Google Applications for Education products to
create learning experiences that promote critical-thinking, collaboration, communication, and
creativity.
Indicator: Reflection on Practice - Candidates analyze and interpret data and artifacts and
reflect on the effectiveness of the design, development and implementation of technologysupported instruction and learning to enhance their professional growth.
EdTech 505: Final Project - Program Evaluation
As an Educational Technology coach, one of my responsibilities is the facilitations of the
Technology Applications classes on my campuses. I was new to the district so I wanted to see if
what I had already implemented in the Technology Applications classes was working and
whether or not the school district's goals and objectives were being met by the Technology
Applications program. The evaluation consisted of surveys to teachers and students and the
results showed that students were learning the technology skills in their Technology Applications
classes but that the skills were not transferring to the classroom. This confirmed an earlier survey
that suggested that more training and professional development of teachers was required to help
bolster technology integration into the classroom curriculum. As a result of the evaluation, I now

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meet with grade level chairs to help plan curriculum and identify opportunities to integrate
technology into lessons, and I conduct monthly technology integration professional development
training sessions at least once a month on all my campuses.
Indicator: Assessing/Evaluating - Candidates design and implement assessment and evaluation
plans that align with learning goals and instructional activities.
EdTech 542; Final Project - Assessment
The assessments for the Project Based Learning unit on ancient civilizations were
specifically chosen because they aligned with the learning goals. The overarching goal of the unit
was to have students learn about key aspects of the ancient civilizations of Greece and Rome.
Students were tasked with the creation of either a website about the civilization, a persuasive
commercial video about the civilization, or both. The final products are the summative
assessments for the units and are graded using a rubric that adheres to the learning standards. The
formative assessments occur along the way as the facilitator checks students work for accuracy.
These are created using Google docs and are shared with the professor.
EdTech 503: Final Project Part IV
The final project for EdTech 503 involved the instructional design of a unit to introduce
Google Classroom to teachers in a face-to-face setting. Learners assess their work for accuracy
as they progress through the lessons. The instructor also actively monitors student work to ensure
that work is being completed to task. The finished product that results from successfully
following all of the steps in the learning process will serve as a summative assessment of the
course content. A Self-Assessment of skills will also be administered at the conclusion of the
course.

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Indicator: 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.
EdTech 542: Final Project
The completed Project Based Learning website demonstrates my ability to create lessons
for diverse populations. The unit includes accommodations for students with IEPs, Dyslexia,
Hearing impairments, visual impairments, and those still learning the English language.
EdTech 541: Assistive technologies
I had the opportunity to gather assistive technology resources as part of the EdTech 541
course. This was a beneficial learning experience because it allowed me to identify opportunities
to improve the learning environment and level the playing for differently abled students. As a
result of learning about these tools, I have been able to incorporate changes to my lesson designs
to be more inclusive of all students. One of the more moving experiences I have ever
encountered as a teacher occurred when my students chose to create a joystick for a classmate
who was confined to a wheelchair using a Makey Makey board, so that he could play the video
game they had created. It was a paper-based circuit with alligator clips attached to different
points around the controller for his wheelchair that he could touch. Since this occurrence in my
classroom, I have allowed my students to contribute to the betterment of the classroom by
creating their own assistive devices for others to use in the school.
STANDARD 5: RESEARCH

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Indicator: Theoretical Foundations - Candidates demonstrate foundational knowledge of the

contribution of research to the past and current theory of educational communications and
technology (Januszewski, Molenda, & Harris, 2008, p. 242).
EdTech 504: Final Paper
For the final synthesis paper in EdTech 504, I conducted research on Gamification and
Game Based learning, and the link that each has to constructivist learning theories. The paper
examines how game-based learning and gamification can help the learner create meaning around
the content being learned (Ertmer & Newby, 1993). The paper also successfully explains how
the ideas of early educational theorists like Dewey, Piaget, and Vygotsky (as cited in Roblyer &
Doering, 2014) remain relevant and how these ideas can be applied to gamification and gamebased learning environments to enhance learning (Wu, Hsiao, Wu, Lin, & Huang, 2012).
Indicator: Method - Candidates apply research methodologies to solve problems and enhance
practice (Januszewski, Molenda, & Harris, 2008, p. 243).
EdTech 501: EdTech Research
As a teacher in an inner city middle school in San Antonio, I was perplexed by my
students inability to perform basic functions on the lab computers such as saving documents,
minimizing browsing windows, or locating and opening installed software. I used the EdTech
Research assignment as an opportunity to conduct research on what I suspected was a problem
on the campus (lack of access to technology at home due to socioeconomic factors) with the
hope of arriving at a solution. The research validated my beliefs. I learned that socioeconomic
factors can have an impact on students abilities to access computers (Kidd, 2009). I also learned
that increased access to a computer can have positive impact on student performance and that

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lack of access to a computer can have a negative impact on a student's academic performance
(Fairlie, 2012). As a result of conducting my research and presenting my findings to the campus
administration, I was able to secure additional time for students to have access in computers,
additional computers in classrooms, and training for teachers on how to help students who may
be experiencing a lack of access to technology at home.
Indicator: Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance (Januszewski, Molenda, &
Harris, 2008, p. 203) 5.1 Problem Analysis
EdTech 505: Final Project: Technology Applications Program Evaluation
I had the opportunity to evaluate the effectiveness of the Technology Applications
program at my school district. The evaluation required the coordination of over 100 staff
members, administrators, and over 2,300 students. I followed the process outlined in the ABCs of
Evaluation by Boulmetis and Dutwin to formulate an evaluation plan, gather the appropriate
resources, and analyze the results (2011). As part of the evaluation, surveys were administered to
both students and teachers inquiring about their technology skills, and use of technology in the
classroom. The evaluation also examined the student gradebook data to determine whether or not
students displayed a mastery of the technology applications skills. The evaluation concluded that
students were successful at mastering the technological skills that they are required to learn in
the Technology Applications class, but that the skills were not being used in the core content
classroom. This prompted me to request that an evaluation for classroom use of technology by
both students and teachers. This evaluation is currently in the planning stage.

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Indicator: Ethics - Candidates conduct research and practice using accepted professional
(Januszewski, Molenda, & Harris, 2008, p. 296) and institutional (Januszewski, Molenda, &
Harris, 2008, p. 297) guidelines and procedures.
EdTech 504: Final Project
I examined existing research on gamification, game-based learning, and educational
theory to complete the final project for EdTech 504. The work was organized and presented in a
way consistent with American Psychological Association (APA) guidelines and procedures for
formatting documents, and citing sources. In addition to satisfying APA guideline, the
assignment also adhered to the standards imposed by Boise State University. I recently used the
research to recommend the inclusion of gamification and game-based learning in the classroom
curriculum to campus administrators. This initiative is currently in the planning stages, but a
pilot program on one campus is expected to be implemented in the spring semester.
CONCLUSION
The M.E.T. program has had a profound impact on me as a teacher and as a professional. Early
on in the program I was introduced to concepts such as digital inequality that helped me to
improve my instruction for students in the inner city of San Antonio. I also learned about
educational theory, instructional design, program evaluation, web design, graphics design, app
design, video game design, project based learning, technology integration, and maker spaces.
Each of these courses have shaped me to better a better educator. I am now in a role as an
Educational Technology Coach. I support 5 different campuses and over 3,500 students. When I
started the job I was hopeful that I would be successful. Now that I have completed the
coursework in the M.E.T. program, I am confident that I can excel in my role and one day lead
the Educational Technology Department. I am grateful to Boise State University, to my

Rationale Paper for a Master of Educational Technology

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professors, and to my classmates and collaborators for the wonderful learning experience that has
shaped me into a competent Educational Technology professional.

Rationale Paper for a Master of Educational Technology

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