Rationale Paper Ryan Osweiler Instructional Technology Resource Teacher - Triangle Elementary School - Triangle, VA March 7, 2013

INTRODUCTION My name is Ryan Osweiler. I am an Instructional Technology Resource Teacher at Triangle Elementary School in Triangle, VA. This is my seventh year in this position. I help teachers integrate technology into their classrooms. I often work directly with students in this process as well. I assist with strategic planning for my school (technology and non-technology related) and the day to day operations of technology in our building. My school is 30 miles south of Washington D.C. The school is a Title One school with approximately 800 students. I wrote this paper to showcase artifacts and reflections from my experience in the Boise State Masters of Educational Technology (M.E.T.) program and how those items connect to the five standards set forth by the Association of Education, Communication, and Technology (AECT). STANDARD 1: DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. 1.1 Instructional Systems Design (ISD) Instructional Systems Design is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction. For this standard, I chose to incorporate the final ID Project that was required in EDTECH 503: Instructional Design. In this project, I created a systematic document that walks teachers and students through the process of creating eBooks on the iPad. In relation to the strand, the document I created performed the ADDIE method to determine a need that could be met by incorporating this learning experience into my school. Students are not interested in reading

and writing. To fix this problem, I took a technology that they are interested in and wrote a document that showed how to integrate reading and writing into it. Upon completion of this activity, I was able to take the information gathered before, during, and after the project and present it to staff and administration to strengthen the support for this technology integration. I was able to take that information and revisit the Instructional Design process to improve upon the process for future use. 1.2 Message Design Message design involves the planning for the manipulation of the physical form of the message. For this standard, I chose the Virtual Iowa Field Trip I created in EDTECH 502: Internet for Educators. Virtual field trips are an excellent manipulation of the physical form and allow students to explore lands and items they may not ever get to visit or touch. I grew up in Iowa and our 5th graders study United States Geography each year. After creating this activity, I let a group explore it to see what reactions and results would come of it. Most of the students I work with on the East Coast have no knowledge of Midwestern states. Students are visual learners by nature. According to McMains (2009), 75-90% of learning in a classroom occurs through the visual system. Students were engaged and interested in the various pictures, videos, and examples the field trip offered. For instructional purposes, an instructor could create questions or a scavenger hunt activity for research purposes. Given the personal connection I had to creating it, one could encourage other instructors to do this for their own locations to add a personal touch and offer interactivity and insights that a regular textbook or internet site may not offer.

1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. For this standard, I chose two activities that I completed in EDTECH 502: Internet for Educators, a Robotics Webquest and a Google Earth Jigsaw. When deciding to include these two activities under this standard, I couldnt think of better examples to show instruction and learning as sequenced events. Both activities encourage the learner to follow certain steps and perform certain activities to reach an end goal. In the Webquest, students have to research robot designs and eventually create a competitive machine as a group. In the Jigsaw, teachers are divided into subject areas to learn how to use Google Earth in their classrooms (this was done as a staff development session). When information is presented in large quantities, or as a larger body of content, it is sometimes best to divide or jigsaw the learning. In both activities, learners can divide up tasks, master certain objectives and content knowledge, and share back with their teams. I have used both of these activities in my school and have had tremendous success. With students, they found the Webquest helpful in researching information, having a starting point to work with, and a plan to follow. With teachers using the Jigsaw, they were able to specialize their learning based on their content strength and could more effectively collaborate and integrate with other content areas. 1.4 Learner Characteristics Learner characteristics are those facets of the learners experiential background that impact the effectiveness of a learning process.

For this standard, I chose to incorporate the Synthesis Paper from EDTECH 504: Theoretical Foundations of Educational Technology, and the Digital Divide VoiceThread Presentation from EDTECH 501: Introduction to Educational Technology. The Synthesis Paper offers insights into Constructivism and Project-Based Learning and how fundamental theories behind them affect learning. The Digital Divide Presentation attempts to explore the causes and effects of insufficient technology resources and how that can affect learning. For example, Fox (2001) says, the fundamental ideas behind Constructivism are: Learning is an active process and involves making sense of the world. Knowledge is constructed, invented, is personal Knowledge is constructed, rather than innate, or passively absorbed. (p. 24). When choosing instructional materials, knowing the characteristics of this process should guide the strategies and content used for instruction. I work at a Title 1 school so I see the effects of the Digital Divide first hand. I have to help my staff with technology integration knowing that support will not exist at home. As a result, we have to place more of an emphasis on technology during the school day. Knowing the research behind Project-Based Learning, I can provide technology activities that integrate with classroom curriculum and meet all levels of proficiency. STANDARD 2: DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials using print, audiovisual, computer-based, and integrated technologies. 2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes.

For this standard, I chose to incorporate the Annotated Bibliography assignment that was completed in EDTECH 504: Theoretical Foundations for Educational Technology. I chose this artifact because we were to locate references and resources that would support our eventual Synthesis Paper as well as a justification as to why they were valid materials. These references were to be displayed in print form for the assignment and the paper. Although we live in an increasingly paper-less society, there is still validity for information to be in print form (on paper or electronically). As stated in the AECT Standards: Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials. 2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. For this standard, I chose the Rich Media Tutorial: Twitter Screencast that I created for EDTECH 522: Online Teaching for Adult Learners. At the same time I was taking this class, my school district granted us approval to have school-based Twitter accounts (both as a school, and with individual teacher accounts). I felt that doing an instructional video on this would be a great training tool for the staff and school administration. Screencasting is an excellent way to provide training as it can be accessed virtually anywhere and can be done at the pace chosen by the learner. The video can be paused and moved around to repeat directions as needed. This type of learning is linear in nature and provides interactivity upon completion. I showed this video in a staff meeting and have sent it via email for teachers and staff to use. This video had two specific goals: 1) to show how to setup and manage an account and 2) what does an

acceptable/professional account look like. Our staff does not use Twitter outside of school so I felt both points needed to be made while training staff. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources. For this standard, I included the Concept Map activity that was completed in EDTECH 502: Internet for Educators. In this activity, I chose to create a map that would help Science teachers find iPad apps that could be incorporatec into their classroom curriculum. The main heading is Science and the map breaks into three more specific areas: Life, Physical, and Earth Science. The map includes web links to direct the learner to specific locations on the computer. This method of learning is inquiry in nature. Teachers, knowing the topic of study, are conducting their own research and analyzing resources for their use. This type of learning is one that should be incorporated into classroom instruction as well. This activity was initially created as our school purchased new iPads. I wanted our staff to have an interactive way to begin finding resources on their own and not just have information given to them. Since doing this, teachers are much more independent with finding resources, and have created similar activities for their students to find information as well. The idea of computer-based technologies is very broad and encompasses various facets of learning. Computerized and online learning continues to be central to educational institutions that I am affiliated with. While many activities, software programs, and resources exist, there will continue to be a need for educational professionals to design computer-based learning to fit the specific learning needs of students and to tailor activities around specific content level objectives.

2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. For this standard, I chose 3 artifacts to include. The first was the Final Project from EDTECH 542: Technology Supported Project-Based Learning. The other 2 examples were completed in EDTECH 522: Online Teaching for Adult Learners: Moodle Lesson and Edmodo Presentation. I chose these artifacts due to the fact they show curriculum and technology integration across multiple levels and media formats. Various academic content and technology tools are used in each of these projects. They all have a high level of interactivity, learner control, and media (graphics and/or video media). In the (PBL) project, I created a website that shows how to use Google/Trimble Sketchup to teach 2D and 3D Geometry. The site has all of the resources, teaching tools, lesson plans, timelines, and assessments needed to complete the lesson. The Moodle Lesson instructs teachers how to use Google Docs in an interactive format. The Edmodo Presentation is a Prezi that shows teachers how to use and incorporate Edmodo into their classrooms. The AECT (2005) says that this idea of Integrated Technologies is: a complex, integrated process involving people, procedures, ideas, devices, and organizations for analyzing problems, and devising, implementing, evaluating, and managing solutions to those problems involved in all aspects of human learning. When I planned each of these activities, I wanted to have a real life application for them. I began to analyze this statement and constructed the three projects around it. I first identified a problem in each scenario and designed a learning activity around the content, learning styles, and intended outcomes. I find that constructing learning activities

using integrated technologies is extremely beneficial. It targets various learning styles and preferences. Learners can learn using their own pace and can self-remediate as needed. The idea that one size fits all does not apply to current learning theories. As brain research continues to emerge, and learning styles are explored, there is a need for education professionals to know and understand how to create diverse educational opportunities. If one studies Blooms Taxonomy or Gardners Multiple Intelligences, one will understand how different we all are and how differently we each learn. These studies should be reinforcements for diversifying technological learning opportunities and an encouragement for educators to use it in their planning. STANDARD 3: UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. 3.1 Media Utilization Media utilization is the systematic use of resources for learning. For this standard, I chose to include 2 artifacts. The first was the Zotero Bibliography assignment that was completed in EDTECH 501: Introduction to Educational Technology. Zotero is an online research tool that allows users to collect and analyze resources, store, and share with others. Since this is an add-on or cloud application, it can be accessed through an account from any browser with the same features. I consider this Web 2.0 tool to be of significant importance in the research process going forward. Instead of writing or copying sources, this is a new way to gather information in a virtual, interactive environment. In

addition to locating resources, this technology creates bibliographies for reference. I see this tool being implemented in research classes both at the K-12 and higher education level. The second tool was the Asynchronous Lesson that was completed in EDTECH 521: Online Teaching in K-12. In this activity, I created a lesson using various media formats to deliver a lesson that could be accessed and performed online. This technology utilizes Adobe Presenter and Adobe Connect. A PowerPoint was enhanced with voice and video. This file was uploaded to the Adobe Connect server to allow for interactivity. A learner could complete the lesson, learning objectives, and assessments and his or her own pace. This activity enhances the learning experience for visual and auditory learners. Online education in the K-12 environment is becoming a prevalent learning opportunity in the public education setting right now. According to INACOL (2012), 27 states have state virtual schools. I expect that it will continue to become mainstream, as high schools are already starting to get into this format for many courses they offer. The utilization of this media and delivery format is an easy and interactive mode of delivery. 3.2 Diffusion of Innovation Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. For this standard, I chose to incorporate 3 artifacts that I created to gain adoption and implement into my school. The first was the RSS Feeds assignment from EDTECH 501: Introduction to Educational Technology. I have been showing teachers how to broaden their awareness of resources that are out there. RSS feeds are a great way to gain information by subscribing to feeds and channels. The second artifact was the Horizons Tech Trends Lesson

from the same class. This lesson plan analyzed the Horizons Report and attempted to integrate the research and findings into the classroom. The third artifact was the Instructional Software Presentation (Prezi) from EDTECH 541: Integrating Technology into the Classroom Curriculum. In this assignment, I broke down various sections of iPad learning apps so teachers can see the benefits of each segment in hopes of integration into the classroom. These three artifacts highlight a need for change and showcase the benefits of adoption into the classroom. Teachers who have started using RSS feeds note that they provide a wealth of knowledge and resources that are far better than doing simple internet searches. The information is from sources they know and trust. As the lead strategic technology planner in our school building, I pay careful attention to the Horizons Report as I want to stay abreast of what is current and emerging in the technology field. For the tech savvy teachers I work with, they have found this report to be useful in their research as well. Our iPad adoption in 2011 has been a tremendous success. As I was going through this program, I created activities and presentations like the Instructional Software Prezi that helped break the information down into useable, understandable formats. Too often, we take large initiatives and just run with them. Using a presentation (like the one I created) helps to focus teachers on a targeted, well defined area of implementation. My hypothesis with these three activities (over the course of two years) has been that breaking these innovative technologies down into segments and targeting teachers interest levels would increase the likelihood and actual implementation/adoption rate into the classroom. I was proven correct with all three. For our teachers that specialize in certain content areas, it helps them to subscribe to RSS feeds in their particular content area and be able to share resources

when they may be of interest to others. Not every teacher in my building is ready to jump on the latest technology trend and honestly, neither am I. Some are more reserved in their approach. Those that are reserved can stay current with their technology integration. Those that like the emerging technologies can use the Horizons report, gather information on specific future trends that interest them, and adapt to their classroom needs. Not everything in that report is available yet, but it gets teachers thinking what may be coming and available to them in the near future. 3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. For this standard, I chose to include the Interview Tool that was created for EDTECH 521: Online Teaching in K-12. The purpose of this activity was to have a form that students and parents could fill out before the student takes an online course. This is an introduction (of sorts) to let the instructor know a little about the student/parent, and to gauge their interest, feelings, and proficiency when learning in an online environment. By implementing this into an online class, and doing it on a consistent basis, the instructor can lay the ground work for designing the class around learner needs and learners can feel comfortable knowing the instructor takes a genuine interest in how they learn best. I have never taught a full-fledged online class but would love to teach this way in the future. I believe this would be a valuable tool to implement for any online class. In the classes I have taken at Boise State, there is always an Introduction Forum where students can introduce themselves and may answer a few basic questions. As a learner

in those environments, I feel good about entering a course where my instructor and peers know something about me and it provides a welcoming feeling that can generate excitement and calm nerves if they exist. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. For this standard I chose two artifacts. The first was the Netiquette activity created in EDTECH 502: Internet for Educators. The second was the Class Expectation for Online Communication Presentation created in EDTECH 521: Online Teaching in K-12. Both of these activities go hand in hand in this category. Both establish clear rules and expectations for how to behave online and in a virtual learning environment. Many times, these rules are stated on a poster or as a list on a website or email. These activities provide some interactivity and real-life connection while adhering to the principles that exist with print versions of these standards. The topic of internet safety is widely discussed. Many rules and regulations are consistent across the board (dont give personal info on the web, dont communicate with people you do not know, etc.) yet many people I know still ignore the impact of improper online behavior until they have to suffer a consequence (online harassment, identity theft, etc). Many student and teachers I know show disregard for internet safety because they feel the firewall will block everything or if we run across something inappropriate, well just close it and not worry about it. I believe that making policies and procedures more interactive, personal, and engaging in nature may help draw more attention to the topics and learners may in turn take them more serious. STANDARD 4: MANAGEMENT

Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects. For this standard, I chose to incorporate the Evaluation Project that was completed in EDTECH 505: Evaluation for Educational Technologists. For this project, I had to identify a problem, create a survey for respondents to voice their opinions, develop a timeline and budget, and create a recommendation for stakeholders. I chose to evaluate my school districts web platform service (SchoolFusion) and provide recommendations based on evaluation process. This project involved all aspects of the above mentioned description of this standard. Evaluation is the final step in the ADDIE method of instructional design. The key principle with this step is that it is not the end, but a means to begin the evaluation process again. If this project were to be implemented, constant evaluation and monitoring of process would take place and this step would be revisited to provide continuous improvement. As an Instructional Technologist, I am regularly involved in evaluation of hardware, software, and technology procedures in my building. Before taking this course, I viewed evaluation as the end of the process. I took the quote from Boulmetis & Dutwin (2011) regarding evaluation in its literal context: to determine whether and to what degree objectives have been or are being achieved (p.38). This project and the class helped me to see that evaluation is a constant and continual process. In order to see if proposals, changes, and modifications in systems are

effective, one must constantly monitor and will potentially have to adjust based on needs and outcomes. 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. For this standard, I included the Evaluation Proposal created in EDTECH 505: Evaluation for Educational Technologists. In this proposal, I created a fictitious company that developed an evaluation proposal for a company. I had to describe the project, its intended goals, identify stakeholders, create a timeline for evaluation, and generally sell the company on how my company should perform this task. This artifact was selected because it clearly shows a clear attention to creating and following a plan, a timeline for monitoring the process, and identifies all resources and materials needed to complete the evaluation. In addition to evaluating technology procedures in my building (as mentioned in standard 4.1), I also find myself trying to convince and persuade my staff and administration to implement certain technology policy, procedures, and best practices. For those who are not aware of current and emerging technologies, and are comfortable doing what they currently do, I have to justify why a change is necessary and how it will benefit them (much like a sales pitch with the Evaluation Proposal). I have to identify a clear need and how my insights and knowledge will help meet it. When looking at the Evaluation Method section of this proposal, it is of utmost importance to get all stakeholders on board with the adoption of this process, the timeline, and intended outcomes. Since completing this project, I have been careful to make sure all stakeholders (usually my technology committee and administration) are aware of the initiatives and evaluation projects

that are in place. They take a greater interest as they are more involved and have input in future decisions. 4.3 Delivery System Management Delivery system management involves planning, monitoring, and controlling the method by which distribution of instructional materials is organized[It is] a combination of medium and method of usage that is employed to present instructional information to a learner. I chose to include 2 artifacts for this standard. The first is the Visual Project Organizer (VRO) that was completed in EDTECH 542: Technology Supported Project Based Learning. The second was the Course Website that was compiled in EDTECH 541: Integrating Technology Into Classroom Curriculum. I chose these artifacts because they demonstrate how procedures and systems can be organized and displayed for instructional purposes. The VPO is a flow map showing how to complete a project. The Course Website is a place where I uploaded all of my assignments for that class and is arranged by topical area. I believe these two projects go hand in hand even though they served different purposes. Learners, even in inquiry-based or Constructivist formats, need a general plan of guidance to follow. Although the end result may be different, I find it important to guide self-directed learning as there are usually some specific objectives that need to be met. I can leave the exact plan/path for the students or teachers to develop along the way, but the learning objectives can be displayed in this visual format. Cloud computing is our future. With programs and apps such as Dropbox, Evernote, and Google Drive, the need to access information from anywhere is extremely important. I believe this is the same for the display of information as well. The Course Website (Google Sites) allows me to access lessons I created from anywhere and I can

upload files to it for access anytime, anywhere. This also enables instant collaboration in real time. In my school, we are moving more towards cloud computing for all of the benefits I have referenced. 4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. For this standard, I included the Resources Page I created in EDTECH 541: Integrating Technology Into Classroom Curriculum. I chose this artifact as it is a general resource page for teachers to access sites and programs they could use in their classrooms. Most teachers I know have favorites or bookmarks on their own computer but rarely do they share them amongst their colleagues. As my school moves more towards project-based and inquiry-based learning methods, I wanted to create a list of resources that we could begin with. Fortunately for me, this type of project was assigned around the same time I needed to do this for my school. I divided the sections up into three main areas: project-based learning resources, academic games, and teacher resources. I felt that these three categories were the main areas of discussion that teachers in my building have when locating activities and resources. Since the links have different characteristics, I created an Excel spreadsheet with additional information (cost, subscription, mobile version, etc). Since this assignment was created, I have migrated to Symbaloo as another way to showcase my bookmarks and provide resources for my teachers (http://bit.ly/TC0GvL). STANDARD 5: EVALUATION

Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. For this standard, I included the Community Building Strategies assignment completed in EDTECH 522: Online Teaching in K-12. For this assignment, I had to analyze the current practice of online learning at the K-12 level in my district. It is non-existent within and at the school level itself but options exist outside of our district so I wanted to describe how students communicate online and what types of models could be adopted if we choose to move in that direction. There are for-profit companies that offer elementary online learning, but I do not know of anyone who uses those services. High school students in my district are beginning to use dual-enrollment options and many of those courses are online. In Virginia, incoming Freshmen in 2013 will be required to take at least 1 online class before graduating high school. I believe this is good because many learning opportunities and formats now exist online both with education and in the corporate world. I feel this should be offered at the middle and elementary levels as well. By using online instruction at the elementary and middle level, most likely within the classroom setting itself, students will be more prepared to learn in true distance education formats in high school, college, and beyond. In my school, we have adopted the use of Edmodo to facilitate online learning. We hope this is a step in the direction of online learning.

5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content. For this standard, I included 2 artifacts. The first was the Project Based Learning (PBL) Assessments completed in EDTECH 542: Technology Supported Project Based Learning. The second was the Online Course Evaluation that was created in EDTECH 522: Online Teaching in K-12. The purpose of this standard is to create and use assessments to determine mastery. I chose to include these in this standard because they are learner centered. Both of these artifacts do that. The PBL rubrics are formative and summative in nature. The first part is an activity that is done during the lesson. The instructor can assess mastery of a particular concept as the unit is being taught. The second assessment is cumulative in nature and can assess complete knowledge and understanding upon completion of the unit. The Online Course Evaluation was done using the Quality Matters Rubric. Two online courses were evaluated using this method. A final score was given to determine if the courses were effective or not. In relationship to Instructional Design, and previous entries, the information found in these assessments can be used to enhance instruction and delivery in future sessions and lessons. As a teacher, I use rubrics all of the time. By giving students the rubric, they know what to expect and what needs to be included in a project. I was unfamiliar with the Quality Matters Rubric as I hadnt (up to that point) created, taught, or evaluated a K-12 online course. I hope to teach online in the future and will use a rubric like this one to assess my own course and will ask others to do the same for me.

5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. For this standard, I incorporated 2 artifacts. The first artifact was the ID Project Table. This is a formative assessment that was used for the ID Final Project. I created a formative assessment using questions I could measure with numerical (quantitative) data and provide support for the importance of the project I wanted to create and implement. The second artifact was the Technology Maturity Sheet and School Evaluation Summary Sheet that was created in EDTECH 501: Introduction to Educational Technology. This document was summative in nature. I used a rubric to give a qualitative assessment of the technology in my school building and a rationale for making improvements in certain areas. There is a need for qualitative and quantitative data to support decision making. For my first artifact, I had to provide solid, concrete evidence of statistics that would make sense to a teacher and/or administrator. For example, I created a tutorial for students to create eBooks. We have mobile devices in our building, and we have teachers who do not use them. That is a clear fact that can be measured. By proposing an engaging, interactive learning opportunity that is clearly needed due to the statistics I collected, I was able to easily convince my administration to allow time to plan these types of lessons due to the fact we had spent a lot of money on these devices (that werent being used) and a need for our Language Arts test scores to improve. Theres importance for summative data as well. This data may be more

opinionated in nature, but still offer insights and ideas that may not have been thought of or considered by those that are making key decisions. 5.4 Long- Range Planning Long-range planning that focuses on the organization as a whole is strategic planning. Longrange is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. For this artifact, I chose to include the Technology Plan Presentation that was completed as a collaborative group project in EDTECH 501: Introduction to Educational Technology. This project was created as a sample strategic technology plan and a framework for creating on in our place of work. The plan includes a mission, vision, and rationale for the plan, as well as a description of what the intended outcomes are. The plan goes into specific details of the planning process and the procedures for creating and implementing the plan. Key stakeholders are identified in the plan. Also included in the presentation are a plan for evaluation, needs assessments, resources and materials needed, staff development needs, goals, and a timeline for the entire process. In my school, we are currently undergoing a mass overhaul of our technology systems that we have in place. When I began, there was no formal plan in place, no key stakeholders were identified, and decisions were being made without any careful planning or evaluation. A plan like this is beneficial to ensure the right people/committee is in place to organize a logical, well planned approach to strategic technology planning. One has to know what the end goal or intended outcome so that a plan can be developed to meet those objectives.

Conclusion As I reflect on my experience in this program, I first notice how fast the time went (as with most things in life). A large amount of information was condensed into two years of rigorous, interactive, and engaging learning experience. I believe I understand the theory behind the practice more as a result of this program. I did not sign up for this program to necessarily get ideas. One can find lesson ideas and integration strategies almost anywhere. I wanted to have the background and research-based knowledge to further strengthen and validate what I already do. I also believe this program has helped me develop more of a strategic focus when it comes to Educational Technology. Instead of looking at it in the here and now, I feel more equipped and passionate about technology integration being a long-term process. I expect that the knowledge and skills I have attained in this program will help facilitate that in my current position and future endeavors!

References Association for Educational Communications and Technology (2005). Standards for the accreditation of school media specialist and educational technology specialist programs. (4th ed.). Bloomington, IN: Association for Educational Communications and Technology. Retrieved from http://aect.siteym.com/resource/resmgr/AECT_Documents/AECTstandardsREV2005.pdf Boulmetis, J., & Dutwin, P. (2011). The abcs of evaluation. San Francisco, CA: Jossey-Bass. Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27, 1, 23-35. INACOL. (2012, October). Fast facts about online learning. Retrieved from http://www.inacol.org/press/docs/nacol_fast_facts.pdf McMains, M. (2009). How does vision relate to learning?. Retrieved from http://www.visionandlearning.org/visionandlearning08.html MarylandOnline. (n.d.). Quality matters rubric standards 2011 - 2013 edition with assigned point values. Retrieved from http://www.qmprogram.org/files/QM_Standards_20112013.pdf