rationale straub

8/19/2019 Rationale Straub

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EdTECH592, Straub 1

Educational Technology:

A Perspective for Secondary Science

Wendi Straub

High School Science Teacher, Idaho Falls High School, Idaho

Fall, 2016

Introduction

A good K-12 education should provide all students with the foundational skills, knowledge and

attitudes necessary for lifelong access to future education, training and experiences. Pervasive

technological advancements have redefined the parameters of these essential basic skills and

expanded the capacities that proficient individuals must possess to fully participate in society’sresponsibilities and opportunities. Twenty-first century skills include traditional subjects such as

math, history, science, language arts, etc.; but also collaboration, self-directed learning, problem-

solving, and aptitudes with technology, communication, and global awareness (Woolf, 2010). This

necessitates a parallel shift in the teaching paradigm toward a more process-based, digitally

literate, individualized yet social, and technology-rich learning environment. “Educational

technology is the study and ethical practice of facilitating learning and improving performance by

creating, using and managing appropriate technological processes and resources,”(Roblyer &

Doering, 2013). Technology is no longer a facilitator of good pedagogy, but an integral element

of preparing students for the real world.

In an effort to embrace this new standard of good teaching, I have been developing my own skills

and pedagogy through the Masters in Education Technology program at Boise State University. I

am a high school science teacher in my seventh year in Idaho Falls. I teach a variety of biology-

based classes to 10th-12th graders. This paper documents my journey to connect my graduate work

with my classroom, and provides a rationale for my mastery of the Association of Educational

Communications and Technology (AECT) standards (Januszewski & Molenda, 2008). Each

standard is addressed with an artifact and a brief explanation connecting theory, standard and

practice to my professional development as a 21st century educator in a secondary science

department.


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EdTECH592, Straub 2

STANDARD 1: CONTENT KNOWLEDGE

Indicators

Creating - Candidates demonstrate the ability to create instructional materials and learning

environments using a variety of systems approaches.

Climate Change PBL: Project Timeline (EdTECH542) outlines instruction for a six week

project-based learning module in which sophomore biology students explore climate change and

develop a multimedia project to raise awareness in their community.

Systematic instructional models encompass significant scope and utilize a series of

comprehensive steps to analyze, develop, test and revise instruction to ensure a holistic blueprint

for cogent instruction (Branch & Gustafson, 2002). Rooted in constructivism and collaborative

learning theories, project-based learning (PBL) is a learner-directed design in which studentscollaborate to solve complex, authentic problems in order to construct content knowledge and

develop novel strategies (Savery, 2006). Students are encouraged to pool their expertise and

experience to identify and address their problems’ intricacies while instructors guide the

students’ problem-solving processes and solicit habitual reflection on methods, skills and

knowledge. Keys to success include deep, but focused, projects aligned to both student

capacities and content objectives, structured group work with built-in accountability,

multifaceted assessments with frequent feedback, and instructor participation in professional

learning communities (Vega, 2012). PBL requires significant preparation and orchestration by

the instructor to reap these benefits because most students struggle to independently conduct

systematic inquiries ( Mergendoller and Thomas, 2005 ). Instructors must create a culture of

self-management in their classrooms with systematically reinforced progress checks, prepared

scaffolding and interventions when needed, and regular feedback (Mergendoller and Thomas,

2005).

The Climate Change PBL project timeline demonstrates my application of instructional design

principles in a PBL model for a secondary high school biology course. The timeline provides a

blueprint of instructional goals, practices, assessments and responses to address individual

learning objectives, as well as, overarching project goals. It is a complex, challenging and

multidisciplinary undertaking with appropriate student analysis, scaffolding, feedback and

product authenticity that foster significant student learning within systematic approach.

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EdTECH592, Straub 3

I deployed elements from this project as I was developing during the spring of 2015 and

anticipate greater use this spring with my 10th grade blended biology class. Challenges remain,

however, particularly related to time dedicated in one content strand as the state of Idaho has

yet to adopt the Next Generation Science Standards (NGSS), and my own proficiency as a

novice facilitator. I still struggle to strike the perfect balance between guiding and directing both

in the big picture and in the day-to-day processes; but I am improving.

Using - Candidates demonstrate the ability to select and use technological resources and

processes to support student learning and to enhance their pedagogy.

Letters from Darwin Lesson Page (EdTECH541) is a student page for learning about Darwin

through his own letters, journal exercises and Google Maps. This lesson is appropriate for 10-

12th grade science students.

Under the most current national science standards, technology should be paired with inquiry-

based learning to prepare students for the demands of the 21st century (American Association

for the Advancement of Science - AAAS, 2013; Guzey & Roehrig, 2009; NETP, 2010; Roblyer

& Doering, 2013). Digital literacy can no longer be viewed as a luxury afforded by our best and

brightest, but rather a necessary skill set as so many people acquire information from web-based

sources. In particular, our students will be expected to navigate digital databases, post to forums

and other social media, and make use of a variety of web tools.

In this lesson, students are asked to explore Darwin’s diary entries using a digital database of

primary documents, relate his experiences to their own, model his practices by creating a

journal, and then draw conclusions about animal adaptation based on a Google map they

generate. The use of primary documents, in particular, can reveal the history and art of science

and provide opportunities for personal connection and reflection about the processes of science

and its influence on society. I used the relative advantage model (Roblyer & Doering, 2013) to

select technology-based strategies for content specific learning goals related to digital skills,

literacy and science and developed related standards-based lessons with appropriate and

engaging tools, critical analysis of content, and innovative demonstrations of knowledge.

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EdTECH592, Straub 4

Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective

integration of appropriate technologies and instructional materials.

Voice Thread: Preliminary Analysis of Maya Thomas Case Study (EdTECH503) is my

analysis of a case study in which a 7th

grade teacher dreads teaching a lower level pre-algebra

course and seeks the expertise of an instructional designer (Maya Thomas) to recreate her course

with greater student engagement and achievement.

Evaluation is the last phase in ADDIE (analysis, design, development, implementation, and

evaluation; Branch & Gustafson, 2002) process model, however, Smith and Ragan (2005) refer

to three points in the instructional development process that evaluation occurs: preliminary

analysis of students, formative evaluation during development and summative evaluation after

the materials have been implemented.

Good instructional design begins with a front-end needs analysis to define the issue (problem,

innovation or discrepancy), substantiate the correlation with instruction, evaluate the learning

context, and characterize the learners (Smith and Ragan, 2005). The right questions can save

you time and frustration. One cannot generate effective solutions to a situation without first

obtaining a thorough understanding of the challenges. As a teacher, I often assume that

instruction is the panacea of my students’ academic needs. If only I could find the perfect way

to teach some idea, then they will embrace it and incorporate it into their useful knowledge.

Obviously this notion is, at best, pompous – though well intentioned; and at worst, completely

delusional.

I chose to analyze the case study: Maya Thomas: Implementing New Instructional Approaches

in a K — 12 Setting because Ruth Ann’s situation really resonated with my own struggle to shift

current practices. Like Ruth Ann, I am constantly battling my prior experiences as both a student

and as an instructor. I appreciate direct instruction from good teachers who effectively sequence

pre-digested material – there truly is no more efficient way for me to acquire huge amounts of

information. However, I routinely observed disconnects between my students’ skills, learning

preferences and motivations, and my course materials. How do I design effective instruction for

them? Ultimately, instructional design principles challenge me to examine my teaching from a

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EdTECH592, Straub 5

more systematic and objective perspective and use an array of assessment tools before and after

instructional design in order to best match the needs of my actual students.

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

infrastructures, and financial resources to achieve predetermined goals.

Graphic Analysis of Natural Selection using Popplet: Instructor Guide (EdTECH503) is the

teacher resource for my instructional design project on natural selection using Popplet graphic

organizers for a high school biology class.

Instructional designers are responsible for discerning the learning needs of a target audience

and developing learning experiences that effectively address those gaps using sound pedagogy.

As best educational practices have shifted to include current technologies and more learner-

centered opportunities, so have the principles of instructional design. The overlap in

responsibilities for teachers and instructional designers is significant; both develop instruction

based on student needs coupled with sound learning theory, employ a variety of content delivery

methods, and use assessment to guide the learning process. However, they are also appreciably

different, particularly in scope of instructional process, relationships to students and connection

with content. As a teacher, I teach students and as an instructional designer, I help other teachers

teach students better.

In this lesson, I am wearing both hats. I have designed the structure and packaged learning

materials for optimum student attainment by matching modern resources with needs. The

instructor guide creates a blueprint for successful learning. I have developed a cogent scope and

sequence based on preliminary student analysis, available resources, and best practices in

learning theory, educational philosophy and technology. Finally, another teacher in my building

successfully used this guide and lesson with her students last year.

I also used this lesson in my sophomore biology course. As a teacher, I work with particulargroups of students, forming relationships that shape the learning environments in my classroom.

Instruction, evaluation and revision must be done constantly, and even on occasion, during a

lesson. Minute adjustments due to student responses or unpredictable environmental challenges

like technology glitches, fire drills, etc., demand immediate resolution. I am also in the trenches,

slogging through the routine chores of delivering, assessing, tracking, motivating and prodding

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EdTECH592, Straub 6

individuals. Subsequently, I also enjoy the rewards of successful deployment on a personal level

as students grow from my careful planning and hard work.

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

developed by the Association for Educational Communications and Technology. (p. 284)

Digital Inequality Presentation (EdTECH501) is a narrated Powerpoint analysis of the digital

divide in the United States posted in a YouTube video.

The digital era is redefining what it means to be educated in the 21 st century. “There is a shift

away from pedagogy - the art, science, and profession of teaching - to the creation of learning

partnerships and learning cultures,” (Tapscott, 1998). Not only do students need more

challenging and engaging content that better reflects and interacts with their daily lives, but also

the digital literacy skills to be critical consumers and producers of knowledge in online

communities (Brown, 2002). Subsequently, digital literacy may make the difference between

those who succeed and participate in society and those who become further disenfranchised.

Information is a valuable commodity and those who lack digital skills may be denied basic

access to jobs, education, financial aid, economic opportunities, political information, public

media and social connections (Collins & Halverson, 2009).

When I began this assignment, the digital divide meant that some students in my classroom did

not have a computer or internet at home or did not have a cell phone or lacked a data plan I was

also aware that technology access primarily aligned with socioeconomic status. These

disparities were taken in account when planning instruction to avoid penalizing students without

technology. As a consequence, I usually confined technology dependent activities to those that

students can reasonably complete during class time. Of course, this results in fewer technology

based lessons. I no longer consider this a reasonable accommodation to digital inequalities. I

now realize that I need to increase the number of technology experiences to which my students

are exposed because many do not have access outside of school. I have to keep finding more

and better ways to integrate technology into my lessons and to extend the times that they can

come in and use equipment in my classroom. I also need to be more proactive in assessing

student digital literacy and adapt/create lessons that address these components more directly.

And finally, I have to advocate for this change in other classrooms as well.

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EdTECH592, Straub 7

STANDARD 2: CONTENT PEDAGOGY

Indicators

Creating - Candidates apply content pedagogy to create appropriate applications of processes

and technologies to improve learning and performance outcomes.




Strong PBL requires clear project expectations with visible connections to content standards

and final assessments; plus an underlying structure of scaffolding, formative assessment,

reflection and revision. Early in project development, standards and content limits are

identified to define the project’s final outcomes and the hierarchy of sub-objectives. This

allows the designer to clarify how the final product allows students to demonstrate their

mastery, plus ways to incorporate formative assessments on subtasks during the project. By

working backwards to meet previously determined student capacities, scaffolding forms the

framework of the project and opportunities for reflection and revision. Students taught in

effective constructive and collaborative environments like PBL should demonstrate more

independent learning strategies, more creative problem solving and better social skills (Strobel

& van Barneveld, 2009; Rice, 2012 )

The Products and Performance section of the Climate Change PBL provides the rubric for the

final multimedia product that students collaboratively create. They also use this rubric for

self-evaluation and peer-review before final presentations at a local community event. Also,

in this segment are the reflection questions for both the students and instructor and the

instructor guide to assist teams develop their product. All of these elements represent a

culmination of the backwards design process previously discussed. Finally, rubrics have been

incorporated into more and more of my lessons and my students are becoming more adept asusing them to guide their learning strategies, product revisions and reflections.

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EdTECH592, Straub 8

Using - Candidates implement appropriate educational technologies and processes based on

appropriate content pedagogy.

Spreadsheets and Databases (EdTECH541) provides a rationale, several lesson ideas for

incorporating databases and spreadsheets into the science classroom.

Information is a modern currency; collected, traded and applied to further knowledge and

power. According to National Education Technology Plan (2010) research and information

fluency to represent, manipulate and communicate data, information and ideas are critical skills

for the 21st century citizen. Data collection and analysis have always been trademarks of

science. Both spreadsheet and database programs permit users to store, organize and manipulate

data, but the types of information they manage, their purposes and their functions differ

(Roblyer & Doering, 2013). Integrating databases and spreadsheets into our curriculum

empowers our students with authentic research and analytical skills, and affords greater

opportunities for inquiry, experimentation, problem-solving and other higher order thinking

processes.

My students are routinely asked to collect data, graph data, analyze their data using common

statistical analyses in Excel or Google Sheets, and use their findings to support their

conclusions. Databases are not as regularly incorporated and I cannot recall having them create

one. However, I used the genetics lesson and students did view The Human Genetics database

in 2015 and we hope to contribute in 2016. This year biology students will also search the DNA

BLAST database during a barcoding module.

Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of

learning and evaluates the instruction and implementation of educational technologies and

processes grounded in reflective practice.

Project #3: Coherence Analysis (EdTECH513) is an in-depth discussion of the coherence principle in multimedia design (Clark & Mayer, 2011) including personal experiences as an

audience member and as a presenter.

http://wendistraub.weebly.com/spreadsheets-and-databases.htmlhttp://wendistraub.weebly.com/spreadsheets-and-databases.htmlhttp://www.ed.gov/category/keyword/national-education-technology-planhttp://www.ed.gov/category/keyword/national-education-technology-planhttp://www.ed.gov/category/keyword/national-education-technology-planhttps://ciese.org/curriculum/genproj/tools/data/view/https://ciese.org/curriculum/genproj/tools/data/view/https://ciese.org/curriculum/genproj/tools/data/view/https://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://wendistraub.wordpress.com/2015/07/28/edtech513-project-3-coherence-analysis/https://wendistraub.wordpress.com/2015/07/28/edtech513-project-3-coherence-analysis/https://wendistraub.wordpress.com/2015/07/28/edtech513-project-3-coherence-analysis/https://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://blast.ncbi.nlm.nih.gov/Blast.cgi?PAGE_TYPE=BlastSearchhttps://ciese.org/curriculum/genproj/tools/data/view/http://www.ed.gov/category/keyword/national-education-technology-planhttp://www.ed.gov/category/keyword/national-education-technology-planhttp://wendistraub.weebly.com/spreadsheets-and-databases.html


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EdTECH592, Straub 9

What makes You - you? (EdTECH513) is the application of the redundancy and modality

principles (Clark & Mayer, 2011) to create an effective multimedia presentation for introducing

genetics in any classroom.

These artifacts address principles associated with effective multimedia instruction. Cognitive

Learning Theory proposes that humans possess two simultaneous channels for processing,

auditory and visual, which have independent limited capacities. Therefore, learning and

learning transfer are diminished when either channel is overloaded. The most effective learning

occurs when the two channels are used in tandem to integrate related and essential elements

into prior knowledge (Clark & Mayer, 2011; Moreno & Mayer, 2000).

As discussed in the Coherence Analysis artifact, Clark & Mayer (2011) state that learning is

impacted by extraneous elements in multimedia instruction because these elements add

unnecessary cognitive demands. Essentially people learn better with both words and pictures

(multimedia principle), but especially, if the words are narrated (modality) at the same time

images are presented (contiguity principle). Because both processing channels are used

simultaneously, the learner does not need to to hold either in working memory while waiting

for the other. Further, it is important to not overload either channel with redundant on-screen

text (redundancy principle) or extraneous images, words, sounds or animations (coherency

principle).

The Haiku Deck artifact is designed for live delivery using the script provided on the right side

of the screen. The visuals are limited and supportive, while the script is direct and informative.

Together, this deck demonstrates the multimedia principles outlined in the coherence analysis

post.

Together, these learning activities revealed how much I had been overtaxing my students’

working memories. With decorative and flashy visuals that did not further their understanding,

I often exceeded their visual processors. Since then, I have made a cognizant effort to pare

unnecessary graphics and choose clearer, less complex images; plus I have taken better

advantage of audio to diversify their cognitive load.

https://www.haikudeck.com/what-makes-you---you-education-presentation-cE2yzfvyd5https://www.haikudeck.com/what-makes-you---you-education-presentation-cE2yzfvyd5https://www.haikudeck.com/what-makes-you---you-education-presentation-cE2yzfvyd5


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EdTECH592, Straub 10

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.

Ecology Webquest (EdTECH502) is a multi-page ecology webquest for high school biology or

environmental science students. They are asked to design a closed ecosystem for extraterrestrial

use using multiple principles of ecology.

Webquests are inquiry-based learning strategies in which students use online resources to

complete a higher level learning task (Dodge, 1995). Students are provided introductory

documents, a process guide, a list of linked resources and a rubric to help them achieve the

learning goal. Webquests are distinguished from internet research or web-based scavenger hunts

by the novel manner in which students must synthesize or apply the information to generate a

final product.

The Ecology Webquest is an inquiry learning project designed for high school students to learn

about ecological relationships and human impact. Students develop a collaborative multimedia

plan for a model biosphere based on one biome and complete a reflective paper. Ultimately,

learners are asked to think about their own roles in the biosphere and add knowledge and action.

Students are guided by steps in the process to scaffold and formatively assess their progress

(Smith & Ragan, 2005), but intentional classroom management is essential in this type student

undertaking. Regardless of the age group, as I think this project could be adapted for grades 7-

12, the instructor will need meet regularly with student groups to ensure adequate understanding

of expectations and progress toward goals.

This project was developed during my first semester and I have since adopted a Climate Change

PBL that covers similar content, but I still find this project relevant and rich. However, I would

develop a more comprehensive instructor guide with additional pacing information, more

formative assessment strategies and planned responses, and explicit supports for diverse

learners.

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Ethics - Candidates design and select media, technology, and processes that emphasize the

diversity of our society as a multicultural community.

Social Media and Applied Ecology (EdTECH541) is rough unit plan for my environmental

sciences class in which students expand their knowledge about ecology and sustainability, and

address one ecological challenge with global consequences by raising awareness about the

situation and recommendations for resolution through a social media campaign.

For our students to become lifelong learners, they must connect what they learn in school with

what they experience outside of school (Roblyer & Doering, 2012). Many of our students are

immersed in a rich hyperlinked multimedia universe; seeking, sharing and creating text, images,

audio and video. Much of their knowledge is socially constructed from diverse resources

beyond the classroom and learning is enriched by authentic cultural experiences – access to

people telling their stories, primary documents, artwork, etc. Similarly, connections to real-

world issues are more readily established when they are linked to current, real-time sources.

In this module, students investigate in a complex, multicultural environmental issue. Baseline

knowledge is developed through a collaborative wiki and examining their own and local

perspectives on the sustainability. Then they have a rich opportunity to appreciate the views of

students from a different culture via ePals. Finally, they synthesize their experiences and

collaborate to create, review, revise and publish an original awareness campaign using social

media. Harnessing the potential to communicate effectively and with merit cannot be

undervalued in our information intensive environment (Courts, & Tucker, 2012).

STANDARD 3: LEARNING ENVIRONMENTS

Indicators

Creating - Candidates create instructional design products based on learning principles and

research-based best practices.

Metric Staircase Tutorial (EdTECH513) is a screen-casted tutorial on the metric system for

students in blended or flipped secondary science classroom.

Clark and Mayer (2011) present significant evidence to support the employment of specific

principles during instructional design to promote increased retention and transfer of learning

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and skills. The Metric Staircase Video tutorial is the culminating project for the Multimedia

course. While not perfect, this tutorial does integrate research-based principles of multimedia

learning, cognitive learning theory, and digital technology. It also represents solid coordination

of dual channel processing with integrated practice and the metacognition typical of science.

Working through problems and understanding the rationales behind solutions are at the heart of

scientific thinking and screen casting is a natural fit.

This course really highlighted how often I had been violating multiple principles in my

presentations (especially contiguity and coherence), inducing non-essential cognitive processes

and potentially making learning more difficult for my students. I also mastered a new tool that

I had dismissed as too difficult or overwhelming in an earlier course. In many ways, this artifact

represents perfect timing to meet my own zone of proximal development Since, I have been

applying these new found skills and principles to the instructional materials I am currently

reworking for my own students and will continue to use them in the future. Finally, I included

this tutorial with my students earlier this year with positive results. Student application and

feedback are the ultimate test of any lesson I have designed in this program.

Using - Candidates make professionally sound decisions in selecting appropriate processes and

resources to provide optimal conditions for learning based on principles, theories, and effective

practices.

Mitosis in Motion Lesson (EdTECH521) is a weeklong project-based lesson plan for mitotic

cell division in a blended high school general biology class. Students are provided learning

activities to develop and deepen their knowledge about cell division and then demonstrate their

understanding by creating their own animated model of mitosis.

Skilled educators coherently apply theory to their instructional design and develop learning

opportunities with respect to the implications and assumptions of their education philosophy

and pedagogy; coupled with sound research-based practices. Jonassen et al (2007) present

learning science and design research given the ubiquity of current constructivist learning

theories. Rooted in the works of Dewey, Bruner and Vygotsky, constructivism contends that

(1) learning is an active process of constructing rather than acquiring knowledge, and (2)

instruction is a process to support that construction rather than to communicate knowledge

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(Ertmer & Newby, 1993). The understanding of any concept depends on how the learner

grapples with all implications of new information with respect to their prior knowledge and

integrates new insights into their existing schema. Pervasive constructivism in educational

models has shifted the emphasis from effective instructional delivery to instructional design for

learning experiences that challenge, reveal and refine understandings and skills. The parameters

for those experiences may be defined by Vygotsky’s Zone of Proximal Development such that

the material is within the grasp of the student’s capacities given appropriate supports or

scaffolds (Mayer, 2008). Further, “Constructivists argue that knowledge is both individually

constructed and socially co-constructed from interactions and experiences with the world”

(Jonassen et al, 2007). Learning outcomes are focused on collaborative knowledge-building,

self-regulation and reflection.

Science is essentially a constructivist process with elements of social consensus building and I

have been gradually moving toward a more learner-centered classroom with more opportunities

for exploration, investigation and concept construction. In the Mitosis lesson, students are self-

directed learners actively engaged in building knowledge through self-regulated investigation

and collaboration. In particular, students are charged with solving the mechanics of “cell

division” in a collaborative Padlet that elicits prior knowledge and critical thinking in socially

mediated activity. Not only constructivist in nature, but the activity also reflects authentic

scientific practices of inductive reasoning, hypothesis, testing and peer review. Similarly, in the

Process-oriented Guided Inquiry Learning (POGIL) assignment, students work in learning

teams with specific role assignments to analyze models and the consequences of cellular error.

Finally, the product of this assignment integrates knowledge and skills in a collaborative and

creative demonstration with built in reflection on their own understanding and that of others.

Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for

informing decisions to improve instructional practice, learner outcomes, and the learning

environment.







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The "teach unit then test unit" model of assessment is ineffective and outdated. Summative

assessments rarely identify needs in a timely fashion for current students (although they can be

useful measures of growth and to inform future practices). Frequent formative assessments are

opportunities to identify student needs and adjust instruction precisely when needed. In an

effective classroom students are assessed routinely and seamlessly during lessons, given regular

and specific feedback, and personalized responsive instruction throughout the learning process

(Conrad & Donaldson, 2011; Smith & Ragan, 2005). Too often assessment is used to measure

but NOT to respond to student learning. It is the cycle of teach, assess, adapt, assess, and reflect

that fosters steady individual progress.

Similarly, students benefit from a learning environment where trying, over-reaching and failing

are part of the process of growing. Outside of school, when we try to learn new things like yoga,

fly-tying, or a new recipe, trial and error are necessary and expected before mastery. Students

deserve an equal opportunity to learn and adapt before they are scored on well they have

mastered new material. Subsequently, formative assessments should be low-stakes, infused

with specific feedback, and promote metacognition and revision by the student (Smith & Ragan,

2005).

The Mitosis in Motion lesson routinely incorporates formative assessments with planned

instructional responses, and opportunities for students to self-evaluate and peer evaluate. The

flipped learning videos have embedded formative questions and loop back to relevant material

when a question is missed, inquiry discussion on Padlet encourages students to collaborate and

strategize out-loud, there is an exit ticket, formative assessments of their storybooks and a

“critical friends” peer review using the project rubric. Students demonstrate mastery via a

creative project, plus on a cumulative trimester exam and state-generated Biology EOC.

Managing - Candidates establish mechanisms for maintaining the technology infrastructure (p.

234) to improve learning and performance.

Genetic Testing: A lesson integrating the internet (EdTECH541) is high school research

project on personal genetic testing, the role of the environmental and genetic factors on disease,

and the potential benefits and harms associated with personal genetic testing. Students produce a

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4-6 minute news video segment that informs viewers about the benefits and risks of personal

genetic testing.

Recommendations to integrate technology with student-centered instruction have come from

the national level (American Association for the Advancement of Science - AAAS, 2013;

NETP, 2010). However, adoption has been sluggish and uneven (Earle, 2002; Roblyer &

Doering, 2013). Technology and student-centered learning are also not mutually inclusive, so

teachers must make an effort to develop rich, complex learning opportunities in which learners

self-manage and support each other to apply a variety of 21t century skills.

In this lesson, students are provided independent and collaborative opportunities to derive

meaning, context and outcomes through research, discussions, and jigsaw activities using a

variety of web-based media. Technology is employed to strengthen student teams and promote

learning across home and school boundaries. Students are encouraged to create and share

appropriate learner-generated content using more technologies of their choice as both a learning

process and a performance for assessment. This amplifies feedback and social negotiation of

meaning as they construct new knowledge but it also allows them to expand their personal

interests and digital skills.

Ethics - Candidates foster a learning environment in which ethics guide practice that promotes

health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to

resources.

Netiquette page (EdTECH502) is a brief overview of web etiquette for high school students in a

blended learning environment.

Guide to Netiquette (EdTECH521) is lesson landing page with an embedded video and

scavenger hunt and webhunt particularly related to social interaction at a professional level.

Hunting for Plagiarism (EdTECH502) is a student activity on responsible and fair use of web

resources.

Community building to foster social interaction and trust, ownership, knowledge, participation

and individual identity are central elements of any classroom (Misanchuk & and Anderson,

2001). The vast majority of our students use technology every day to gather information,

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communicate and exchange ideas (Lenhart, 2012). Although our students may have been raised

with a cell phone in their hands, they may not be particularly adept at the social conventions

associated with its use. They reply all, forward interesting but unsubstantiated information, and

share ideas and images that they would never reveal in person. Students also struggle to

communicate respectfully and responsively without cues from body and facial expressions.

Teenagers are already egocentric, and the illusion of anonymity can increase their insensitivity.

Students often plagiarize, intentionally and unintentionally, too rarely evaluate content

critically, and waste time with digital distractions; and everyone is concerned about internet

safety. It is more important than ever that we teach our students to think critically about their

technology use regardless of location or supervision and empower them to protect themselves

and others and to effectively navigate the overwhelming stream of unfiltered information and

social interactions.

We have three rules in our classroom: Be Safe, Be Respectful and Be Aware. In this artifact, I

connect our brick and mortar classroom rules about how we treat ourselves, others and their

property to our online environment. Acceptable behaviors online should mirror those in any

cooperative situation with additional guidelines provided by the instructor to illustrate specific

applications. For example, shouting in class is unacceptable and rude, much the same as using

all caps is rude in a post. The respect and concern we should devote to another's feelings,

viewpoint, or time is irrespective of setting.

All of the artifacts listed above are resources for students to become better digital citizens; one

teaches about netiquette and social interactions on the web and the other about fair use of web

resources to avoid plagiarism. I have used all three at different times during my curriculum, but

in reality, these are guidelines that are revisited on a daily basis.

Diversity of L earners - Candidates foster a learning community that empowers learners with

diverse backgrounds, characteristics, and abilities.

Accessibility Weblinks (EdTECH502) outlines legal and ethical responsibilities for accessible

design and includes links to relevant resources.

Technology for Special Needs (EdTECH541) is a descriptive tool collection for instructors and

students to address learning accommodations.

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Students with special needs are found in nearly every classroom; often bringing learning

difficulties, at-risk behaviors or concerns, or gifted abilities into a single class. All teachers

need an array of strategies and tools to ensure that every student has access to a rich and

productive education. Fortunately advances in technology, coupled with more student-directed

opportunities, have expanded student choice in inputs and outputs and greater freedom to

work collaboratively and at an individualized pace (Roblyer & Doering, 2012).

The Accessiblity Weblinks artifact provides the ethical and legal rationale for building learner

accommodations through accessible design. It also includes guidelines for appropriate digital

development to increase equitable access to the page. These principles are applied in all of the

self-designed artifacts published in this portfolio.

The second artifact, Technology for Special Needs, is a collection of tools to assist students in

and out of the classroom with a variety of challenges. As a teacher, I spend less time

designing digital products from scratch and more time applying strategies to help specific

students. This artifact has been an invaluable resource for myself and my students. Just this

year, two students with significant language disabilities became more independent learners

because we downloaded a text to speech application. Beneficial technologies assist with

reading, writing, math, and memory so students can work with higher thinking problem

(Roblyer & Doering, 2012). Even more significant to them, however, was the ability to join

their peers on social media because they learned how to change accessibility settings on

personal devices.

STANDARD 4: PROFESSIONAL KNOWLEDGE AND SKILLS

Indicators

Collaborative Practice - Candidates collaborate with their peers and subject matter experts to

analyze learners, develop and design instruction, and evaluate its impact on learners.

IDLA Blended Teachers Conference, 2015 - Tool Presentation (Zaption) is the digital

handout for the presentation I gave at this conference; Meeting Record is a document of my

participation in other presentations and breakout sessions during the conference.

Biology Curriculum Blueprint (ED-CIFS 553) is the collaborative product of taking the IDLA

lessons back to a district PLC.

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Educators must be learners as well as instructors, participating in communities of practice for

sustained professional learning in a supportive context directly related to their daily work

(Herrigton & Kervin, 2007). The digital revolution has increased opportunities for any learners

to participate in a wealth of knowledge building communities, expanding their network of peers,

mentors and resources for developing comprehension and depth of knowledge, plus feedback

on learner-generated content (Greenhow et al, 2009). Authentic learning communities have

context, authentic activities, multiple perspectives, expert performance, reflection,

collaboration, articulation, coaching and integrated assessment (Herrigton & Kervin, 2007).

Participation in learning communities cultivates innovative ideas through public dialogues with

a broader audience; fosters critical evaluation own work and the work of others; contributes

persistent, searchable and replicable information and experiences through collaborative

scholarship. Knowledge construction in digital learning ecologies can transcend the barriers of

geography, time and culture to support a more holistic and heuristic learning community.

In the summer of 2015 I participated as a presenter and student in Idaho Digital Learning

Academies’ first blended teachers’ conference. I have included three artifacts: a copy of the

digital handout for flipped video learning tool (Zaption) I presented; my meeting record and the

Biology Curriculum blueprint developed with my blended biology PLC after the conference.

The first two artifacts demonstrate my commitment to professional learning communities as

both a leader and a participant. As part of IDLA Blended Consortium Community on Google

Plus (and at least 20 other G+ communities for blending, flipping, PBL, STEM, etc.), I am an

active member of digital learning communities outside of my district and school. The final

artifact, the Biology Curriculum Blueprint is the collaborative product from my district level

Blended Biology PLC using the tools and knowledge from the conference. Together, these

artifacts demonstrate a commitment to collaboration in a knowledge-building community in

order to enhance my personal practices, but also the practices of others.

Leadership - Candidates lead their peers in designing and implementing technology-supported

learning.

Google-fu Presentation: District Professional Development (2015) is my presentation for a

district level professional development session given at the start of this academic year.

The literature points to a handful of variables associated with teacher adoption of new

technologies: increased teacher knowledge and confidence with technology in their specific

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content areas, experiences that transform perceptions about what exemplifies “good teaching”,

and a school culture that embraces the fusion of technology with best practices across curricula

and student diversity (Butler, & Sellbom, 2002; Earle, 2002; Ertmer & Ottenbreit-Leftwich,

2010; Johnson et al, 2012). We must recognize that teachers’ pedagogical models have been

shaped by years, possibly decades, of acquired knowledge and by past successes and

disappointments in teaching; and thus, are very resistant to change. We must provide small,

consistent and pervasive opportunities for teachers to incorporate specifically applicable

technology into their own classrooms such that they experience affirmative student outcomes.

Teachers must be encouraged to participate in new schema as a learner with room to

experiment and time to reflect so that lots of successful events foster confidence and inspire

shifts in beliefs and practices (Ertmer & Ottenbreit-Leftwich, 2010).

Because I serve in several leadership capacities in my school and in my district; I have

delivered professional development at both levels in the last couple of years. This year I am

the technology lead teacher in my school and sit on our Building Leadership Team, plus mentor

a cohort of blended teachers and lead my content area PLC for the district. As such, I have

complementary opportunities to provide feedback on how technology is integrated at both

levels. The artifact I have included is from a professional development workshop I conducted

for teachers and administrators last fall. It is a lesson I use in my own classroom and encourage

others to use in theirs. It is designed to improve digital skills for both educators and students.

Initial feedback focused on teachers using their new skills to find resources for instruction, but

now, their comments tell the story of its ingress with students. It is a mixed blessing that I work

in a building with very experienced teachers - they are an extremely supportive and

knowledgeable resource for so many instructional challenges; however, they are also very

resistant to “new-fangled” ideas and have been reluctant to embrace technology on a

schoolwide basis. My role is to continue to champion, model and share as many positive

experiences as possible, and continue to serve as a mentor and leader in helping other teachers become proficient with best practices.

Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the

effectiveness of the design, development and implementation of technology-supported instruction

and learning to enhance their professional growth.


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Learning Reflections Log (EdTECH501) is reflective digital journal initiated during EdTECH

501 but continued throughout my MET coursework.

Going back at least as far as John Dewey (1933), reflective thinking and metacognition have

been tied to the learning process. It is through the iterative processes of doing, recording,

reviewing and revising that knowledge is elicited, shaped and internalized. Critical reflection

involves a deliberate analysis of the learning processes to question and resolve experiences

within a broader context (Murray, Kujundzic, 2005). Through metacognition, students achieve

a deeper understanding about themselves and how to improve their practices and outcomes.

For my entire MET program, I have been documenting research, products and reflections to an

ongoing reflective journal. It has been a way to track and clarify my thinking about what I was

reading, what I was producing, my challenges and celebrations and finally, how this new

knowledge should influence my practices. In an example of best learning outcomes, I

transferred some of these metacognitive techniques to my own classroom. Reflection, in

discussion and in writing, has become an integral part of my instructional design.

Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that

align with learning goals and instructional activities.




Effective assessments in PBL allow students to demonstrate their knowledge with authentic

products or performances in which they are personally vested. PBL is infused with student

choice and voice with regard to both course and creation of their artifact, so appropriate

assessments must have both latitude for innovative approaches, and focus to meet essential

objectives (Miller, 2011). PBL encourages students to apply clear learning targets with well-

defined criteria to develop and revise student directed outcomes throughout the process. PBL

projects demand precise targets and assessments that are visible to students from the outset plus

frequent, specific formative feedback on both content and process to guide their progress.

Similarly, practice with rubrics, peer review, self-evaluation are crucial to the revision and

reflection procedures integral to PBL.

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While I have confidently generated clear objectives and complementary learning strategies, I

had been less attentive to student driven interests and outcomes. For this project, I was very

cognizant of providing more opportunities for students to individualize their learning route and

products while still meeting crucial learning targets. Using Miller’s (2001) RAFT model,

students will choose related R oles, target Audiences and Formats for their project based on the

provided Topic, climate change. I also increased the number of formative assessments

throughout the project with a greater spotlight on metacognitive practices. Encouraging students

to articulate their thinking and actions gives me better data on their progress and needs, plus

allows them to better self-assess and adjust their own conceptions. Responsive interventions to

common misconceptions and follow up assessment are similarly addressed in this project.

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.





Universal Design for Learning (UDL) is a framework for providing equitable access to rigorous

learning for all students by incorporating multiple methods of representation, engagement and

expression during instructional design (CAST, 2011). Every teacher is responsible for an array

of diverse learners with unique strengths, challenges, interests and needs. UDL is a

comprehensive strategy for building flexible learning materials that address multiple needs.

UDL demands a shift in perception by teachers and instructional designers. Often educators

believe that students should adjust to the mode of instruction, whereas UDL suggests that

instruction should adapt to the student. Accommodations are no longer confined to needs of

special populations, but rather the domain of all learners. UDL is made more feasible by

technology. Teachers have better tools for diversifying content for both representation and

engagement and allow more methods for expression and assessment. In fact, students can even

find their own resources after a little guidance that best match their needs and interests. With

programs that move between text and speech, record audio and video, translate languages,



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students become more independent and self-directed learners. Academic success is only the

beginning of a positive learning journey for a newly capable student.

UDL is demonstrated in the Mitosis in Motions lesson because I chose materials that use

evidence-supported design principles and the three core principles of multiple representation,

engagement and expression. Students are presented with visual and auditory information that

are well integrated in time, place and emphasis for dual-channel processing. Three versions of

introductory materials for independent (flipped) learning include higher and lower level

language skills and an alternate language. Students with reading difficulties have text to speech

capability using Chrome’s SpeakIt for directions and background reading and I can provide

iPads with touch screens and mice for students with tactile challenges. Representation also

covers language and comprehension supports so students are appropriately scaffolded with

guided note-taking with images, explicit vocabulary instruction, and manipulatives offer

additional methods for interfacing with the content. UDL engagement should elicit and maintain

student interest and persistence through choice, relevancy and clarity. UDL expression dovetails

with engagement as students can tailor their interactions and outputs to meet individual needs.

Clear expectation of performance-based outcomes with rubric and examples are provided, but

otherwise students have considerable latitude in final product and collaboration. Feedback is

regular and individualized based on student work.

STANDARD 5: RESEARCH

Indicators:

Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution

of research to the past and current theory of educational communications and technology.

Embracing Technology in Constructivist Learning Environments (EdTECH504) is a final

paper connecting constructivist learning in technology rich classrooms for authentic science

studies.

I think scientific knowledge is subjectively constructed using evidence (empiricism) and logic

(rationalism), and should be coherent (consistent with other evidence) and verifiable (tested by

peers). Obviously, it would be unreasonable or even impossible to rediscover historical

scientific knowledge, but students should be made aware of the processes and assumptions of

science. Consequently, I pursued quite a bit of research to refine my views on the social aspects

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of constructivism and how technology could facilitate this type of learning environment for this

artifact and wrote a paper about constructivist learning is facilitated by technology in science

classrooms.

Situated Learning Theory, a social learning theory with constructivist underpinnings, demands

that students learn through authentic practice to acquire the knowledge and behaviors of a group

(Brown & Duguid, 1989; Lave, 1991). In science, this means learning science by engaging in

the activities and social interactions that typify scientific processes. In the past my students

performed scientific investigations and personally reflected on their strategies and conclusions,

but did not socially negotiate meaning with other groups in the classroom or outside the

classroom. Scientists depend on peer review for clarity, validity, and multiple perspectives – so

too should my students. Subsequently, I began restructuring my classes in 2014 to actively

engage students in more student-directed learning within expansive, responsive, and social

knowledge-building communities. I also want to bring into my classroom the same dynamic

and interactive digital experiences to which many students are already habituated and all will

need for participation in the next century.

Method - Candidates apply research methodologies to solve problems and enhance practice. (p.

243)

Research Educational Technology –

Authentic Scientific Literacy (EdTECH501) is an

annotated bibliography specifically connecting literacy in science classrooms with educational

technology.

Current Events in Biology (EdTECH501) is the redesigned lesson for sophomore Biology with

links to a lesson plan and student documents including a new self/peer assessment based on the

research in the first artifact.

New common core standards, technology, critical reading and writing initiatives in Idaho andmy district demanded a renewed commitment to scientific and digital literacy in my classrooms.

As a consequence, I took advantage of increased research availability and a better personal

understanding of digital capacities afforded by EdTECH 501 to redesign my “current events”

assignments in biology, which I then implemented as part of my class last year.

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The overarching conclusion from the research is that students should be engaged in activities

that mimic the processes of science. To reflect the authentic research and motivation that drive

science, students need opportunities to direct their investigations and participate in wider

community of learning (Kubieck, 2005). Further, collaboration and peer review are fundamental

to the scientific approach to challenge and strengthen knowledge; and generate novel solutions

or applications. Modern technology has enhanced scientists’ capacities for inquiry, reading,

sharing, critiquing, and revising with collaborative tools (Linn, 2003; Creech & Hale, 2006).

In response to the literature, I have deepened my Current Events lesson with more research,

collaboration, peer review and presentation. Students are grouped into research teams to identify

and analyze articles related to classroom content. The use Google’s tools to locate related

articles, critically evaluate sources and content and collaborate on a common multimedia

presentation. In its second year, I have observed a greater appreciation in my students for

scientific literacy and how media representation of science influences public perceptions.

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

processes and resources for learning and performance.

Evaluation Project - IFHS Academic Advisory Program (EdTECH505) is the culminating

project to evaluate the Academic Advisory Program in my high school.

Evaluation is a systematic process of collecting and analyzing data to assess the efficiency,

effectiveness and impact of a program toward its goals with the obvious potential to influence

program improvement (Boulmetis and Dutwin, 2011). Less conspicuous benefits are productive

discussions with stakeholders identify or clarify standards, evidence and resources; establish or

expand the target audience and/or their needs; and develop knowledge about unanticipated

outcomes.

For this project, I conducted a sustained and comprehensive analysis of the protocols andoutcomes for Academic Advisory Program. I began by approaching an administrator with my

idea, initiated a committee, conducted surveys of both staff and students and tracked a lot of

performance data over a 3 month period. The suspected lack of effectiveness of our program

was confirmed by evidence and some revisions to the program were made for this year based

on the data collected and analyzed. However, we are still far from successful implementation.

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Finally, I came to realize that education has several challenges with regards to evaluation: 1)

the goals of evaluation are oft misunderstood and misused; 2) educators, and especially teachers,

do not have enough experiences with data collection and analysis to make informed decisions;

and 3) frequently outcomes for education lack clarity, focus and consensus. All of these

elements conspire to keep the “fear of evaluation” by all stakeholders.

Ethics - Candidates conduct research and practice using accepted professional (p. 296) and

institutional (p. 297) guidelines and procedures.

Evaluation Project - IFHS Academic Advisory Program (EdTECH505) is the culminating

project to evaluate the Academic Advisory Program in my high school.

The goal of our advisory program was to provide additional support to students at risk for

failure in their classes by assigning them to an extra 30 minute period each week. However,

even in our third year, staff was struggling to accurately assign students, attendance tracking

was cumbersome and no comprehensive data had been collected to support or not support the

current iteration of our program. Staff had already expressed dissatisfaction with the program

in non-formal settings and we were under new administration. Completion of this project

required careful handling of staff and student surveys to preserve anonymity of responses and

access to privileged student data. Finally, because administration was vested in the outcomes,

it was particularly important that I applied sound research practices and transparent statistical

analyses to draw fair and supported conclusions (Boulmetis and Dutwin, 2011).

CONCLUSION

Our students will enter a significantly different education and career market than we did; today’s

employers already value a different, though ill-defined, set of skills and proficiencies in “real

world” practices. How can we prepare students for a future that we can barely envision today?

This question is at the heart of education reform as students find themselves engrossed by a richdynamic modern world while too often confined to a static and didactic classroom (Strommen &

Lincoln, 1992). One response in contemporary education is to embrace the complementary

relationships between constructivism, social learning and educational technologies.

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A common thread through all of my assignments has been integration of social constructivism to

create a more effective student-centered learning environment that better mimics the practices of

science. I have been moving toward a more constructivist approach in my instruction and

embracing social learning communities for myself and for my students. I have been giving my

students more opportunities to interact and more time to develop relationships with other students

in their research teams, class, school, and beyond. Students are co-constructing more of their

knowledge through inquiry and social negotiation with peers and experts, much as the peer review

process in science operates. Defending their thoughts and ideas helps to reveal weaknesses and

strengths in their concepts and connections, and leads students toward more harmonious

knowledge schemes.

Engagement and authenticity are keys to the success of knowledge-building communities, and

technology is a significant gateway. With unprecedented access to digital and human resources

through Web 2.0 tools, I believe all students benefit from increased digital literacy and skills which

allows greater participation in a global society. Probably more than any other educational goal, I

would like my students to become more self-directed learners capable of metacognition. I think a

well-educated person appreciates learning, is aware of their current knowledge and its limits, and

has a solid grasp on best means to help themselves learn. This person has both the motivation and

aptitude to learn anything they choose; technology then provides access to human and digital

resources.


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REFERENCES

American Association for the Advancement of Science – AAAS. (2013). Science for All Americans.

Retrieved July 24, 2014, from http://www.aaas.org/report/science-all-americans.

Branch, R. M., & Gustafson, K. L. (2002). Survey of Instructional Development Models (4th Ed.).

Syracuse, NY: Eric Clearinghouse On Information.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational

Researcher, 18(1), 32 – 42.

Butler, D. L., & Sellbom, M. (2002). Barriers to adopting technology. Educause Quarterly, 2, 22-28.

Boulmetis, J., & Dutwin, P. (2011). The ABC’s of Evaluation: Timeless techniques f or program and

project managers. San Francisco, CA: John Wiley & Sons, Inc.

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.

Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction, 3rd edition. Pfeiffer: San

Francisco, CA.

Conrad, R. M., & Donaldson, J. A. (2011). Engaging the Online Learner . Activities and Resources for

Creative Instruction (updated edition). San Francisco, CA: Jossey--‐Bass.

Creech, J., & Hale, G. (2006). Literacy in science: A natural fit. Science Teacher , 73(2), 22-27.

Courts, B., & Tucker, J. (2012). Using technology to create a dynamic classroom experience Journal of

College Teaching & Learning. (TLC), 9(2), 121-128.

Dewey, J. (1933). How We Think: How We Think. A restatement of the relation of reflective thinking tothe educative process. Boston: D.C. Heath.

Dodge, Bernie. (1995). Some Thoughts About WebQuests. San Diego State University. Retrieved from

http://webquest.org/sdsu/about_webquests.html

Earle, R. S. (2002). The integration of instructional technology into public education: Promises and

challenges. Educational Technology-Saddle Brook then Englewood Cliffs NJ-, 42(1), 5-13.

Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical

features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-

72.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3),

255-284.

Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science

teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in

Technology and Teacher Education, 9(1).

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