Nona Lynn Barker

English-Language Arts (10/20/30) / Media Studies (CTS) Teacher

August 1, 2015

INTRODUCTION

This Rationale Paper documents artifacts that illustrate the Association of Educational Communications and Technology Standards (2012) for the completion of my Master of Educational Technology degree at Boise State University. Each artifact is highlighted and categorized based on a specific AECT Standard indicator.

INDICATOR: CREATING

EdTech 506 Essay Writing Boot Camp (ELA10-2)This four lesson writing boot camp supports and educates students who are required to write a basic critical/analytical essay. Specifically designed graphic images and texts are used to enhance student learning.

EdTech 506 Lesson 4 Plan (from the Essay Writing Boot Camp unit)Revising and editing are the focus of this particular lesson plan. To make the lesson more effective instructional graphics and videos, collaborative activities and games, and online exemplars have been incorporated.

EdTech 502 Romeo & Juliet Jigsaw ActivityThis cooperative learning activity allows grade 10 students to acquire important background knowledge about the play as well as Shakespeares life and times.

EdTech 542 Heroes Rise: Project Based Learning UnitThrough this PBL unit grade 10 students not only learn what our heroes say about us, they also write and share their own real or imaginary hero based story.

Content KnowledgeCreating a variety of instructional materials and learning environments is a true passion for me. Each lesson or unit included here represents an ability to create engaging, interactive, and instructive materials. The jigsaw activity and the project based learning unit demonstrate how a guided inquiry can be incorporated to help students become subject experts. The jigsaw activity Web page provides students with specific Web links on Shakespeares life and times; however, it is the students who become experts on the topics--not the teacher. Likewise, the Heroes Rise teaching and learning resource page provides student resources that guide the students through the inquiry, creative, reflective and presentation processes. Cooperative games in the form of review quizzes (via Kahoot and Socrative Space Race) engage students while helping them learn important essay writing concepts like basic essay structure or how to revise and edit an essay. Instructional visuals and slideshow presentations also help students learn how to comment coach, write an effective thesis statement or apply transitional words or phrases.

When developing the Essay Writing Boot Camp Lesson 4 Plan, a conscious effort was made to integrate certain types of activities as well as teaching strategies and learning resources. This EdTech project strongly reinforced the importance of lesson planning and preparation.

Content PedagogyIn the jigsaw activity the students gain important background information before they read the play Romeo and Juliet; and, instead of listening to a teacher lecture or reading information in a textbook, this process allows them to learn the content first then teach it to others. Hirsch (2014) notes that the fluid movement, flexible groupings and redistribution of responsibility force [students] to be more actively engaged in what and how they learn because jigsaw learning flows freely between group members (para. 8). The same applies to the group presentation assignment in the Heroes Rise PBL unit. Again the students locate, record, and present the information to a live audience. They are in charge of their own learning. In both of these learning situations the teachers role also changes because she becomes the sideline reporter, monitoring, questioning and analyzing the action, while the students suddenly discover themselves in supporting and leading roles (Hirsh, 2014).

All of the materials associated with these learning activities are found online as well. This means the students can access the materials anytime. For example, the Essay Writing Boot Camp instructional visuals can be revisited whenever the students write an essay. The same applies to the PBL projects (group and individual). Everything is at the students fingertips. If they need to refer to assignment guidelines, rubrics, checklists or resources--they can. A calendar is also available so they can manage their time effectively.

Learning EnvironmentsTeachers use certain learning principles and teaching practices because they want to improve student performance and learning while meeting specific curricular outcomes and nurturing lifelong learners. Inquiry based activities like the jigsaw activity or the PBL project nurture specific skills like critical thinking, collaboration, and self-management as well as habits of mind and work, perseverance, and/or creativity. Such skills are crucial to students future success (Larmer, Mergendoller & Boss, 2015).

Educators should also be aware of the cognitive load theory when creating instructional materials and lessons because our working memory has its limits. Chunking and scaffolding important content allows students to learn more effectively. Using a combination of words and pictures encourages more engagement and understanding than words alone (Mayer, 2008, p. 766). Therefore, the most of instructional visuals created for the Essay Writing Boot Camp lessons combine words and pictures whenever possible.

INDICATOR: USING

EdTech 597 Isnt it Ironic (or is it?) LessonBy the end of this lesson grade 9 students should be able to identify three specific types of irony as well as develop and deliver a digital comic strip that exemplifies at least one type of irony.

EdTech 597 Using a TV Program for Instructional PurposesA student centred grade 12 lesson that uses a jigsaw activity and a Simpsons episode to reinforce the following concepts: parody, satire, allusion, irony, and conceit.

EdTech 501 Horizon Report: Tech Trends LessonUsing an iPad and specifically chosen apps, Grade 11 students develop and deliver an oral, visual and/or multimedia presentation that utilizes effective persuasive techniques.

EdTech 502 Vlogasaurus m-Learning ActivityThis Science 20 mobile learning lesson coincides with a field trip to the Royal Tyrell Museum.

EdTech 541 Relative Advantage ChartTen effective technology integration strategies and applications for high school English courses are showcased in order to meet the needs of diverse learners.

Content KnowledgeOur first responsibility as educators is to select technological resources that meet the needs of our students. However, Roblyer and Doering (2013) recommend that educators help students take advantage of these resources so they can use them creatively, purposefully, and thoughtfully. The technological applications chosen for the irony and persuasion assignments allow students not only to demonstrate knowledge (types of irony and/or persuasion techniques) but also to explore new forms of expression by designing elements that best organize and communicate their desired content or goal (Roblyer & Doering, 2013, p. 193). Utilizing digital comic makers like ToonDoo or Pixton, as part of the irony lesson, allows students to become cartoonists even though they, using their words, cannot draw. Tools like these are equalizers because they are inclusive. Likewise, the chosen iPad apps and activities in the tech trends lesson encourage students to express themselves by creating content (written and recorded rant) that can be shared with others online (via a WordPress blog). Our students want to interact and learn--and technology resources like these ensure this happens.

Utilizing what was learned in EdTech 502, I developed a lesson based on the jigsaw strategy while also incorporating an episode from The Simpsons. Grade 12 students must learn specific concepts (parody, satire, allusion, irony, and conceit) as these are included on their diploma examination. By combining both the strategy and the resource students are able to learn these important concepts more readily. Another important aspect of the lesson is that the jigsaw method allows the teacher to group students based on their abilities and experiences as well. Because some concepts are more subtle, and therefore, more challenging than others (eg. conceit) certain groupings are necessary.

Content PedagogyEducators, myself included, have found that selecting and integrating the right technology resources fosters student independence (from the teacher) and improves student behaviour. Choosing technology tools and a project learning approach to lessons means students are more likely to stay engaged and on task thereby reducing behavioral problems in the classroom (Edutopia Team, 2008). Both the irony and persuasion assignments are more than busy work; and because they emphasize expression with purpose, students rise to the occasion. Based on the NMC Horizon Report (2012) the tech trends lesson relies on an iPad because it is a feature-rich tool [that replaces] cumbersome devices and equipment (p. 7). This means students can use them anywhere at anytime for creation and composition purposes (Johnson, Adams, & Cummins, 2012, p. 11). Incorporating mobile apps, like Notability or Dragon Dictation, also helps students stay organized [while exchanging] their findings and ideas with peers (Johnson, Adams, & Cummins, 2012, p. 11).

The Vlogasaurus m-Learning Activity is also designed with specific technology tools in mind in order to help students learn while on the go. Field trips provide great learning opportunities and when paired with mobile learning, these experiences become even more meaningful. The activity involves using a variety of smartphone or tablet applications in order to create a vlog or video log. The vlog demonstrates what the students learned while meeting specific curricular outcomes at the same time. This lesson also shows that technology integration and media literacy are cross-curricular. I intentionally developed this lesson for Science 20 teachers and their students. As an educational technologist I need to be able to demonstrate that technology and media literacy can be implemented in other core courses. The lesson was also reviewed by subject matter experts (SME). One adapted this mobile learning activity for his own course.

Learning EnvironmentsRevisiting the Relative Advantage Chart, which promotes technology integration in the ELA classroom, reinforces why selecting the right technology resources is essential to both teaching and learning. In 2012 my peers and I wondered what technology integration might look like in our classrooms. Today I do not need to ponder that concept at all because I know first hand what it looks like. According to the Edutopia Team (2008), effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals (para. 2). Today, not only is technology a constant companion, it is a mainstay. Since the charts creation, my students and I tested each and every application and the activities associated with each of them. To encourage discussion, we use Padlet and Schoology. To facilitate character analysis, we use Pinterest. To create a works cited page, we use BibMe or EasyBib. To complete our day-to-day work, we use Google Drive and Google Classroom.

INDICATOR: ASSESSING/EVALUATING

EdTech 506 Justification PaperThis paper justifies design choices by examining how specific graphic design principles and the graphics themselves scaffold and support student learning throughout a four lesson writing unit.

EdTech 502 The Power of Persuasion: WebQuestThe purpose of this inquiry based WebQuest is to help grade 11 and 12 students explore how persuasion works and why people utilize it; the students also learn how to use persuasion techniques effectively at school and in their daily lives.

EdTech 503 Instructional Design ProjectA lesson, based on specific instructional design principles, teaches students how to express themselves (via a role-play activity) using the Twitter platform.

EdTech 503 Learning Objectives and Assessments TableThis table identifies the learning objectives, Blooms Taxonomy classifications, assessment descriptors, and samples connected to an ID project developed for a grade 12 course.

EdTech 505 A Goal-Based Method Evaluation: English-Language Arts 30-1 PBL UnitThe intention of this evaluation report is to assess a grade 12 project based learning (PBL) unit, and the assessment is twofold: 1) to determine if the program attained the goals and objectives outlined by the local school division and the provincial government; and 2) to aid the classroom teacher as to how this pilot program could be improved.

Content KnowledgeThe EdTech 506 Justification Paper explains how eight different instructional graphics incorporate specific design principles in order to scaffold and support student learning. The instructional visuals were specifically developed to guide students through the entire essay writing process. Because ELA 10-2 students cannot process a lot of information at once, I consciously incorporated the 7 plus or minus 2 rule (Lohr, 2008, p. 125) to avoid chartjunk (Lohr, 2008, p. 138) by utilizing only what is needed. This can be seen in the writing process and the PEEL method graphics. According to Lohr (2008), learners prefer color materials (p. 266) as well so I carefully selected my colour choices for the following instructional visuals: transitions graphic or the essay writing menu. Throughout the design process, student feedback helped determine what worked best.

Developing and testing my own instructional visuals taught me how important these visuals are especially when teaching non-academic students. Previously, I choose instructional visuals because I liked them; I never really thought about how much the design impacted the learner before. The Justification Paper also taught me to be more selective because I had to justify my choice in design principles and content selection for each instructional visual.

Content PedagogyThe Power of Persuasion: WebQuest is an inquiry-based process that asks students to learn how persuasion works, and use it themselves in order to fully grasp its power. To start the WebQuest poses an open-ended question in order to activate students prior knowledge, create personal curiosity, inspire investigation, and bring about a robust understanding of the concept of persuasion (March, 2004). The open-ended question ask students what persuasive power is and challenges them to use persuasive techniques when creating their own powerful message (argument). Designing a WebQuest that encourages students to see richer thematic relationships, to contribute to real world learning, and to reflect on their own metacognitive processes emphasizes constructivist learning that incorporates critical thinking and knowledge application (March, 2004, para. 5). The process incorporated in this assignment is structured so that the students realize how the persuasive techniques work together to build an effective persuasive argument. You cannot have one without the other. To facilitate reflection and deeper thinking, students contribute to the class blog and this process, along with the end product, is evaluated.

Learning EnvironmentsMy Instructional Design project incorporates a micro-blogging platform, Twitter, as a form of creative expression and motivates grade 12 students to participate in collaborative role-play activity by pretending to be a literary character from a modern play. Instructional Design (ID) is a rigorous process that helps instructional designers and educators determine what instructional strategies will work best based on the needs of the students involved. A needs assessment survey ensures the designer asks the right questions of the right people and [gets] complete and non-evasive answers (Smith & Ragan, 2005, p. 45). The survey taught me a lot about student attitudes towards voice and character analysis. More importantly, the survey revealed underlying issues with regards to voice creation while also indicating students positive attitudes towards role-playing. In the end the survey confirmed that this collaborative role-play activity would be an appropriate teaching and learning strategy.

Another aspect of ID is to determine which instructional model should be implemented based on the students learning and instructional needs. The survey, along with other factors, indicated that Kellers ARCS model of motivational design would be the most effective approach mainly because learner motivation as well as content relevancy and student confidence and satisfaction are considered when developing lessons.

Professional Knowledge and SkillsThe ID projects learning objectives and assessment table is an important component of the instructional design process. Here the instructor must align each learning objective with both a task (or activity) and one (or more) of Blooms Taxonomy classifications. This approach ensures that the instructor can assess the students learning during the lessons and adapt instruction as needed. Secondly, it confirms that the chosen tasks or activities align with specific learning goals or outcomes. The table clearly indicates that the ID projects objectives and tasks emphasize application and synthesis as cognitive domains but also includes analysis and evaluation as well. According to Smith and Ragan (2005), categorization like this encourages teachers to aim their objectives toward higher-order thinking, and more mentally demanding outcomes.

ResearchThe division superintendent issued a challenge to the teaching staff in August (2014); it was referred to as The Superintendents Challenge. The purpose of this challenge was to meet the provincial ministerial order outlined in the Inspiring Education initiative. The administration team firmly believed a project-based learning unit (PBL) or inquiry-based learning unit (IBL) would address The Superintendents Challenge. Each teacher was to develop either a PBL or IBL unit for one class. Most teachers were expected to introduce their unit second term. However, one ELA teacher piloted her PBL project first term. At the project teachers request, an evaluation of the program was completed.

The purpose of the evaluation was to determine if the program attained the goals and objectives outlined in the Superintendents Challenge and Alberta Educations Inspiring Education initiative. Because of this, I used the goal-based method as a guide as it focuses on stated goals and objectives of the program (Boulmetis & Dutwin, 2011, p. 109).

The evaluation was carried out by collecting data via two student surveys and interviewing the project teacher and the principal. Although this process is associated with a summative evaluation, everything included in the report was formative in nature because the teacher was interested in how she could improve the PBL program. At her request, the report was shared with the school administration and the English-Language Arts Department.

INDICATOR: MANAGING

EdTech 505 Far West Laboratory ProjectThis response to a request for proposal (RTF) outlines the evaluation process for a companys training program.

EdTech 541 Internet Enhanced Lesson: War-pediaThis small group collaborative project (for ELA 30-2 students) involves researching a Canadian war hero and building a War-pedia or wiki page that educates others about the chosen hero.

EdTech 543 Final ProjectA digital communication unit created by my EdTech 543 PLN. Students use social media tools to connect, communicate, and collaborate while developing an effective and purposeful digital voice.

Content KnowledgeThe Far West Laboratory project involved developing a response to a request for proposal. Essentially I produced a real world example of an evaluation proposal that ascertained the marketability and salability of Far West Laboratorys training program. As an evaluator I determined an evaluation method based on an appropriate evaluation model as well an appropriate budget, task and payment schedules, and required personnel. The purpose of this assignment was to demonstrate my ability to manage people, processes, physical infrastructures and financial resources to achieve predetermined goals. Although this was a role-play assignment, it reminded me of the duties and obligations I fulfilled when managing the Confluence Campus Library. I can certainly see why role-play activities are an essential teaching strategy as well because determining an evaluation model and selecting specific evaluation methods was new to me. This aspect of the assignment was challenging but interesting. More importantly, it gave me the skill sets I needed in order to complete an actual program evaluation at my school.

Content PedagogyThe War-pedia research project not only meets curricular outcomes it establishes supportive learning communities and diverse learning environments. The goal of each group is to research a Canadian soldier from World War I in order to build a informative Wikipedia or War-pedia page. The project is laid out goal by goal and step by step so that each group successfully completes the mission. Groups also work together by providing constructive criticism before publishing occurs. The military language, interactive tools, and process are very engaging and suited other aspects of the course as well. For instance, the students also write a creative response from the perspective of a World War 1 soldier.

Learning EnvironmentsDeveloping Digital Voice, a social media unit for high school students, with my Professional Learning Network (PLN) had a profound impact on me. We utilized Blackboards Learning Management System (LMS, titled CourseSites, for our social media unit. The course itself focuses on the fundamentals of digital communication. Topics include how to develop a unique digital voice, the differences between personal and professional voices, types of communications (blog, email, persuasive text), effective communication, and social media and participant responsibility. Different social media tools are integrated into the units lessons and specific badges and a contracted title are earned. Although the unit was not test driven, it encouraged me to use a LMS with my ELA courses the following semester. I test drove Schoology for an entire year. Now I cannot imagine teaching (or learning) without Schoology.

INDICATOR: ETHICS AND DIVERSITY

EdTech 543 Social Media Policy (EdTech Learning Log)This blog entry discusses why a social media policy is necessary and provides exemplars, including my own, and other resources that should help schools develop their own social media policy.

EdTech 542 Heroes Rise: PBL Unit / Comparative Study Group Inquiry ProjectPosing as cultural anthropologists each team researches a topic, collects and interprets data, and presents the acquired information to a live audience. In doing so, the students learn the importance of teamwork as well as research and presentation skill sets.

EdTech 543 Own Your Digital Footprint in 10 StepsThis educational presentation encourages individuals to build and maintain a healthy and active online presence by owning their digital footprint.

EdTech 502 Copyright Scavenger HuntThis Web page is designed for Canadian educators who require more information about the Copyright Law (Bill C-11) that came into effect in 2012.

EdTech 541 Assistive Technologies Across the CurriculumThis informative presentation highlights several assistive technologies that educators could utilize in their high school classrooms in order to meet the diverse learning needs of their students.

EdTech 502 Web Accessibility Hot LinksA Web page created for CTS students who need to learn about Web accessibility for people with disabilities before they build their own Web pages / sites.

EdTech 541 Acceptable Use Policy (AUP) and Internet Safety (EdTech Learning Log)Both of these blog entries stress the importance of student safety as well as responsible use of the Internet and school technology.

EdTech 501 School Technology Evaluation SummaryThis report summarizes an Albertan high school technology evaluation based on the Maturity Model Benchmarks.

Content KnowledgeAccording to the Professional Code of Ethics (2007) developed by The Association for Educational Communications and Technology, educators should promote current and sound professional practices in the use of technology education (Section 1, para. 5) and protect the individual from conditions harmful to health and safety Section 1, para. 6). This code is even more pertinent when considering social media in the classroom. Writing a social media policy and reflecting about it, via my edtech learning log, was part of an EdTech 543 assignment. Because social media is an important component of our daily lives, I developed a positive policy that promotes respectful and lawful social interaction. I still use this policy today. The entry itself encourages educators to embrace social media because it engages students, fosters collaboration, and develops creativity and thoughtfulness. Resources are also provided for those who would like to create their own policy. In my view, educators should be proactive not reactive when it comes to social media in the classroom; both of these texts support this philosophy.

Content PedagogyThe group assignment for the Heroes Rise PBL unit is designed to nurture and develop 21st century skills. Posing as cultural anthropologists hired by an existing company, each team researches a topic, collects and interprets data, and develops a creative presentation for a live audience. As part of the PBL process the each team draws up a contract and uses collaborative Web 2.0 tools like Diigo, Bibme, and emaze in order to help them achieve their goal. The intent here, as it is with most PBL, is to help the students become better researchers, problem solvers, and higher-order thinkers (Bell, 2010, p. 42). The PBL process and the role-play aspect of this group assignment allows students to complete real world activities and learn skill sets that are transferable beyond high school. In the future students will be judged on their performance--especially their collaborative, negotiating, planning and organizational skills--so educators like me must prepare them (Bell, 2010, p. 43).

Learning Environments/Diversity of LearnersEducators often focus on the role of the student in the 21st century but we also have to consider our own role. According to Winn (2012), the role of the teacher is to model appropriate behaviour by interacting with students and other faculty; this means teachers should actively build relationships with others via a communication network. The Copyright Scavenger Hunt is for Canadian educators who require information about the Copyright Law (Bill C-11) that came into effect in 2012. At this time I was working as a teacher-librarian for Red Deer College. As such I was expected to guide teachers through this change in policy. The information and materials posted on the Web page was an efficient and effective way to communicate these changes. A link was also provided on our campus LibGuide for future reference.

Originally the How to Own Your Digital Footprint in 10 Steps presentation was completed to demonstrate what I had learned about an individuals digital footprint based on my own research. Like many of my edtech learning log posts, I choose educators as my target audience. The presentation helps educators learn how to actively adopt and promote a positive online presence. I really like the fact that the presentation promotes best practice and empowers learners at the same time. Later, I adapted this slideshow for a parent-teen presentation on digital citizenship on behalf of the Red Deer College Library.

Like the previous presentation the Assistive Technologies Across the Curriculum slideshow was to reflect what I learned about assistive technologies. However, this assignment gave me the background I needed in order to work more closely with the Special Education Coordinator on campus. I introduced her to the Read & Write for Google app in 2012. This app helped students with learning difficulties by boosting their confidence when it came to reading and writing. Based on our trial run, the school division introduced this app division wide. Now any student can access the application when using a Chromebook/Chrome browser. We continued to work on other projects because she saw the benefit of these assistive technologies. In fact, we found that assistive technology helped our students become more independent; they also were able to express knowledge more easily and were more likely to complete assignments and attend classes (Moore & Pattison, 2008).

Inclusion is an expectation of Alberta Education which means educators must differentiate instruction and adapt learning materials for special needs students. Because the Web Accessibility Hot Links assignment focuses on Web accessibility for the visually impaired, it provided me with a better understanding issues certain learners face in the classroom. Although the main goal of this assignment was to raise awareness and change teacher practice, it was also developed to meet specific CTS outcomes for COM1055 and COM2055. This resource page is beneficial to students because it promotes inclusiveness and examines assistive technologies, government standards, and accessibility evaluation tools--all of which are part of the CTS curriculum.

Professional Knowledge and Skills

These two artifacts, Acceptable Use Policy (AUP) and Internet Safety, stress the importance of student safety as well as responsible use of the Internet and school technology. One blog entry explores what an AUP is and why schools should develop such a policy, while the other focuses on practical safety measures as recommended by the RCMP and other organizations. More importantly, these artifacts lead to the development of a special Acceptable Use Policy for a mobile learning project called Poetry4Now. (FYI: This project is based on a mobile learning project I originally developed for EdTech 541.) Students were expected to use their own mobile devices and teacher recommended apps. No other teachers on our campus had done this before. Because we wanted our students to take the project seriously and see that we were paving the way for other learners, we decided to create our own Acceptable Use Policy (AUP). Sharing the policy with our students and having them sign it like a real world contract delivered the right message. We appreciated the fact that students would remind each other about the policy when they saw others using their devices or the Internet inappropriately. Our end of the project survey reflected the fact that students saw their devices and the type of learning they were doing in a different light. Many of them articulated the importance of appropriate use and Internet safety. The students also realized for the first time that a smartphone or tablet could be used for work not just play.

ResearchThe School Technology Evaluation Summary examined technology integration in an Albertan high school using five Maturity Model Benchmarks: Administrative, Curricular, Support, Connectivity, and Innovation. Four descriptors were also incorporated in the evaluation process; these are: Emergent, Islands, Integrated, and Intelligent. Using the five filters and the four descriptors, I determined that the school earned a technology benchmark ranking of Integrated. The overall purpose of the evaluation is to indicate to stakeholders which areas of the school require improvement. This summary was very enlightening for all stakeholders. Technology evaluations like this have not been utilized in our school division, and this summary made us realize that it is difficult to truly improve if a formal evaluation is not conducted. School divisions like ours need someone who can carry out formal evaluations like this one on a regular basis.

INDICATOR: COLLABORATIVE PRACTICE

EdTech 501 Digital Inequality in TennesseeExamining issues, as they pertain to both the Digital Divide and Digital Inequality, this report explains how the state of Tennessee could overcome digital inequality.

EdTech 543 Real Time & Live Virtual Professional DevelopmentThis Google presentation highlights my professional development experiences with live webinars and Twitter chats.

Professional Knowledge and SkillsThe digital inequality report is the result of an EdTech 501 cohort. Together the five of us participated in a role-play activity. We formed a task force that researched digital inequality in Tennessee and prepared a formal report for the Tennessee Governor and the Department of Education Commissioner (DOE). The DOE provided our task force with seven options; it was our job to assess each option and rank it according to its advantages, disadvantages, and feasibility. In the end we concluded that the most important option was providing high-speed Internet and mobile access for all citizens. According to the State Educational Directors Association (SETDA) the federal government, states, and local districts must take steps to improve broadband access in schools and extend universal broadband access to homes, libraries and community centers (Murray, 2012). Broadband access is even more important today with the widespread adoption of mobile devices, which also means the benefits of online learning are no longer limited to the confines of the classroom (Murray, 2012). Before this project was assigned, I honestly can say I gave very little thought to either the digital divide or digital inequality. The province I reside in and the school division I work for are technology rich in many ways. Of course our group was completely dependent on technology in order to accomplish the task at hand. Every person in our group lived in a different state or province yet we were able to work together because we had access to the Internet and Googles cloud based tools. Both of which allowed us to build and collaborate more readily. In this case we definitely were the haves, not the have-nots. Sadly, the exercise also reinforced how fortunate we are while others are not. As both educators and citizens, we must do everything in our power to lessen the digital divide and close the inequality gap.

Live webinars and Twitter chats have completely changed the way I look at professional development. Although I took EdTech 543 in 2013 (Fall), I continue to rely on these mediums to grow as a teacher and a learner. More importantly, professional development in a connected world is not only more engaging but also more beneficial than other types of professional development. Live webinars allow peers to interact with each other as well as the presenter. At first chatting and backchanneling seemed strange--almost disrespectful. However, as I attended more live webinars I found the experience more profound because the learning was so active and interactive. Furthermore, I found wonderful mentors (Gwyneth Jones and John Shank) in the process. To this day, I still interact with them via Twitter.

Live Twitter chats for librarians and educators are also very effective PD. I check my Twitter feed first thing in the morning and after dinner. I am constantly seeking lesson ideas, teaching resources, or new tech tools and trends. Of course, this kind of PD must be reciprocal; participants should also share their expertise, knowledge, and resources. Clearly this type of PD allows educators to form their own professional learning network (PLN). Moreover, successful PLNs like these must fulfill three primary tasks such as building connections, maintaining connections, and activating connections with selected persons for the purpose of learning in order to be effective (Rajagopal, Joosten-ten Brinke, Van Bruggen, & Sloep, 2011). INDICATOR: LEADERSHIPEdTech 541 Hypermedia Integration: Video Library for ELA TeachersThe videos in this library provide ELA teachers with excellent writing resources.

EdTech 503 Instructor Guide (Part 4)The instructor guide for the ID project (Character Role-Play Using Twitter) walks the instructor through each phase of the teaching and learning process. It also provides hyperlinks to each lessons resources (how to tutorials, video clips, checklists, rubrics, and so on).

Professional Knowledge and SkillsAs an educational leader and mentor, I firmly believe that educators should share resources. Sharing definitely improves teaching and learning. The video library and the other lessons I completed for EdTech 541 were shared with all of the ELA teachers on campus. At the time of the course I was working as a teacher-librarian for Red Deer College (RDC). This video library assignment inspired me to create video libraries for other courses (eg. Art, CTS, Math) as well. [The campus LibGuide was an efficient way to share the video libraries.] Although I no longer work for RDC, I still update the original ELA video library and continue to share these materials with other ELA teachers. Now that YouTube encourages users to create video playlists, video libraries are becoming even more popular. Dunn (2014) identifies several reasons why YouTube videos should be utilized in schools, these include: students are more engaged through visually-stimulating videos, educational lessons are easily shared across the globe, students can create and upload their own videos to demonstrate understanding, videos can supplement lessons, teachers will have a library of free information to help explain almost anything. The updated video library also includes a tutorial on how to create YouTube playlists and provides educational exemplars.

The instructor guide (and the entire EdTech 503 project) for the role-play activity was reviewed by a subject matter expert (SME) from the school. Not only did she provide great feedback, she wanted to test drive the instructor guide and its resources the following semester. Using the instructor guide as is, she taught Phase 1 and 3 on her own. [We taught Phase 2 together.] After all three phases were completed we met for a debriefing session. Both of us thought the activity would be engaging but we were unsure as to how much learning would occur, and whether or not the activity would improve the use of voice / persona on the Personal Response to Text (PRTT) assignment. The grade 12 students were also unsure about the role-play activity as well because they truly believed social media tools like Twitter were for entertainment not learning. In the end, all of the parties involved were pleasantly surprised that the activity achieved what was intended. Using Storify to curate the session also provided useful because students used the online resource to help them write their PRTT assignment. This experience has taught me that educators are more likely to try something new if they have someone to guide them through the process. As an instructional designer or an educational technologist, I am able to help others effectively integrate technology into their classrooms.

INDICATOR: REFLECTION ON PRACTICE

EdTech 504 Being Connected (EdTech Learning Log)The blog entry briefly explains the theory of connectivism and persuades teachers to build their own networked classroom by incorporating social media and mobile technology.

EdTech 543 From Spark to Flame (EdTech Learning Log)This final reflection post explores how much EdTech 543 (Social Media) has changed the way I teach and learn.

Professional Knowledge and SkillsReflection has always been a part of my teaching experience. It began when I was a preservice teacher at the University of Alberta and continues today. Both the B.Ed. and MET programs require a formal reflection process, hence my EdTech Learning Log. However, through the years I have maintained a reflective practice. Personal growth plans work. Jot notes in the margins of a plan book work. The reflection sections at the end of unit plans work.

Danielson (2009) states Because of their ability to reflect, great teachers know not only what to do, but also why (para. 2). The word great might be unsettling for some; nonetheless she is right. Reflection does improve practice. The entry, Being Connected, is a good example of how I reflect. I write for my own edification but I also write for a specific audience. This entry also resonates because it explores connectivism as a learning theory. Connectivism fascinates me and I enjoyed learning more about it when writing my EdTech 504 paper: Connectivism and the ELA Classroom. I think this theory more than any other has influenced my teaching.

As a course draws to a close, learners are often asked to reflect on their learning experiences. In EdTech 543 this was achieved via a final learning log entry. The post, From Spark to Flame, epitomizes what I have learned, and what I continue to learn about the importance of social media in the classroom and out. Although I learned all about twitter chats, curation tools, social media tools / policies, and connectivism--the greatest lesson learned was what it is like to be a networked teacher and how one can parlay networked experiences into better teaching practices. Integrating curation tools like Scoop.It or Pinterest into learning activities and projects allows my classroom to be more student centred and less teacher centred. Tools like these also help achieve important curriculum outcomes (research and collaborative skills) while engaging students. Pinterest is so flexible it not only helps my students complete a thorough character analysis it also helps me curate and implement new lesson ideas and technology tools. More importantly, the classroom evolves into a networked classroom that allows students to form their own PLNs. This course literally turns theory into practice.

INDICATOR: THEORETICAL FOUNDATIONS

EdTech 504 Connectivism and the ELA ClassroomThis paper explores the interrelationship between connectivism, educational technology, and instructional strategies, and recommends that teachers consider this interrelationship when implementing teaching and learning strategies and/or assignments in their ELA classrooms.

EdTech 597 Five Important Learning Theories & Venn DiagramThroughout the EdTech 597 (Edutainment) course learners studied different learning theories, both old and new. This particular assignment briefly explores: constructivist theory, flow theory, motivation theory, situated learning theory, and activity theory model.

ResearchWhen I wrote my EdTech 504 paper two years ago, connectivism as a learning theory seemed to be an island unto itself. Few researchers and educators considered it to be a valid theory. Mobile learning (along with social media tools and learning management systems) has shifted peoples thinking and now more educators are seeing connectivism as a valid theory. Using learning management systems like Schoology and Google Classroom this year showed me that networked students need networked teachers. Students today want to be part of a personal learning network. In our division, teachers and students use Googles educational platform. Many nights I would be marking student work via Google Drive or Classroom, and my students would see that I was online. Quite often they would ask for assistance or they would chat with me as I marked up their paper using Googles comment feature. This experience was enlightening because these chats enabled us to become networked teachers and learners. I would point things out, and so would they. They would ask for clarification, and so would I. These were wonderful moments of give and take just as teachable moments are supposed to be. The difference here is that we were not in a physical classroom, we were in a networked classroom. When I wrote my paper two years ago, I believed connectivism could drive teaching and learning in the ELA classroom. The difference now is that connectivism is not just a theory anymore it is a living, breathing entity in my networked classroom.

The Five Important Learning Theories assignment introduced me to an older learning theory known as flow theory. Although flow theory was introduced in the 1990s, this was the first time I had become conscious of it. Over the years I had witnessed flow theory in real time but I did not know what it was or how it could be achieved. According to Csikszentmihalyi (1990) learners achieve optimal flow when they are so involved in an activity that nothing else matters. This means the learner is enjoying the experience so much so that time and space are not important. In the Media Studies course I teach, students are so focussed on what they are doing that they become totally oblivious to their surroundings. They also arrive to class early and leave late. Because this course involves both project work and personal choice throughout, students are highly motivated. Now that I am aware of this theory, I consciously develop activities and projects that will help students achieve flow. For example, this semester I created a collaborative but competitive activity using Padlet for an ELA 20-1/20-2 class. Students were so involved they did not hear the bell sound, and they kept coming back throughout the day to see if they had solved the puzzle correctly. When an educator is consciously aware of a learning theory, it is easier to incorporate that theory into her everyday teaching practice. I keep a copy of the venn diagram I created for this assignment in my planbook as a reminder to construct lessons with not only learning outcomes in mind but learning theories as well.

INDICATOR: METHOD

EdTech 504 Annotated BibliographyThis annotated bibliography contains scholarly resources that demonstrate my view that there is an interrelationship between connectivism and the use of collaborative digital tools, and that this interrelationship does affect literacy instruction in the present-day ELA classroom.

ResearchA good annotated bibliography encourages the researcher to think critically about the content of the works being used and their place within a field of study, and establishes the competency of the researcher and the validity of the chosen sources (UNC College of Arts and Sciences, n.d). The EdTech 504 annotated bibliography definitely reinforced my desire to study the interrelationship between connectivism, collaborative digital tools, and literacy instruction. The scholarly sources influenced me beyond the scope of the assignment itself. For example, Hamilton and Lester (2012) taught their course using the same resources the students were expected to use when learning. I also adopted this approach when teaching my students how to use applications like Scoop.it or Weebly. Kop and Hills article (2008), unlike the rest, came to the conclusion that connectivism is not a true learning theory because it is not driving educational curriculum yet. This article piqued my interest and encouraged me to prove that it was a true learning theory because it should and could directly affect educational curriculum, especially in ELA teaching and learning.

A completely unexpected result of this annotated bibliography was the fact that it earned me street cred with campus students when I, as a teacher-librarian, taught them how to write an annotated bibliography using citation makers (Bibme or EasyBib). Of course, this example also ties back to Hamilton and Lesters theory (2012) that instructors should teach using the same resources the students are expected to use.

CONCLUSIONEach artifact discussed here represents my personal and professional journey through the MET program at Boise State University. When I started in the fall of 2012, I wanted to be reawakened. I wanted to be challenged. I wanted to be a better teacher and learner. My worst fear then was that I might become stagnate, uninspired, or apathetic. Dare I say--a burnout? Fortunately for me, this program rekindled the fire within. Now technology integration is second nature to me. It is as natural as breathing. This does not mean that I do not think critically. In fact, I am more critical than ever of what technology is selected and how it is used. The difference now--I think like an educational technologist. The difference now--I am an educational technologist. All things are possible. Nothing is impossible. I am a possibilitarian! The learning, the sharing, the mentoring--will continue.

References

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UNC College of Arts and Sciences. (n.d.). Annotated bibliographies. Retrieved from University of North Carolina at Chapel Hill website: writingcenter.unc.edu/handouts/annotated-bibliographies/Winn, M. R. (2012). Promote digital citizenship through school-based social networking. Learning & Leading with Technology, 39(4), 10-13. Retrieved from http://eric.ed.gov/?id=EJ954323