Philip Peavy

11/08/2016
EDTECH 592
Dr. Lida Uribe-Florez
Artifact Rationale Statements

STANDARD 1 - CONTENT KNOWLEDGE

Candidates demonstrate the knowledge necessary to create, use, assess, and manage
theoretical and practical applications of educational technologies and processes.
1.1 Creating: Candidates demonstrate the ability to create instructional materials and
learning environments using a variety of systems approaches.
501 RSS Lesson Plan
The RSS lesson plan is about introducing students to RSS (Rich Site Summary or also
known as Really Simple Syndication). The students use RSS to find viable sources of
information for a middle school science classroom. In this lesson all areas of learning are
reached and learn to use technology in a new way while also learning about the science
background. This lesson can also be modified for different learning levels while also
keeping the objectives clear for the learners.
542 PBL Unit Project Plan
For the PBL project overview, I took the standards that were needed to be covered and
then created lessons and an outline to master the concepts. This included creating
materials and activities that use different strategies to teach the students the concepts.
The lessons range from lecture, group discussion, projects, peer evaluations, and more.

1.2 Using: Candidates demonstrate the ability to select and use technological resources
and processes to support student learning and to enhance their pedagogy.
503 Case Study Presentation
In the Case Study Presentation, I worked in a group where we analyzed the instructional
design of three different case studies. Each of the case studies focused on different
topics that needed improvement such as the assessment not meeting the goals of the
program, not having a proper Subject Matter Expert, or not including the stakeholders in
decision making. This activity helped in figuring out what is the best way to implement
teaching and learning strategies that enhance the comprehension for students.
501 RSS Lesson Plan
In this RSS lesson plan, I incorporated the technology of RSS which lets students gather
a bunch of resources in a stream. The students then took the information learned about
RSS and came up with their own RSS over a topic and then evaluated the resources

they found. This allows students to begin thinking about different types of articles to go
through for future research that they will conduct.
1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate
the effective integration of appropriate technologies and instructional materials.
501 RSS Lesson Plan
In this lesson plan, students use RSS technology to gather resources for a middle school
science class while also evaluating the source for validity. The lesson appropriately
showcases how to use technology in the classroom while also teaching the students
about critical thinking skills when selecting the appropriate articles.
502 WebQuest
In this WebQuest, students learn about Shakespeare and pick a scene from one of his
plays and then they stage that scene in a different decade making a setting and picking
costumes. They get to use the website that I had to create using HTML and CSS that
has resources and guides the students on their own quest. This activity lets students
incorporate technology into class as well as choose their own learning and applying what
they have learned. The students also have the chance to film their own scene and edit
too, if they need an extra challenge.

1.4 Managing: Candidates demonstrate the ability to effectively manage people,

processes, physical infrastructures, and financial resources to achieve predetermined
goals.
505 Evaluation Report
In the Evaluation Report, I evaluated the new technology class at my school. I took
surveys from my students while also looking at the goals of the program from the
stakeholders. During this process, I also had to manage the financial and processes of
the program. While coming up with the course of study after meeting with the
stakeholders, the students got to take the class. The students then took a survey about
the material and their improvement during the course of the semester. After analyzing
the results of the survey, the stakeholders were able to justify on keeping the course for
the next couple of years.
502 Web Accessibility
In the Web Accessibility assignment, I learned how to manage a website and the design
to make it accessible for all people groups. This means having parts be incorporated
such as speech to text, even for pictures, on the website. This allows people who are
blind or that cannot read be able to use the website. Also, I learned how to manage color
properties for my site to help anyone who has specific colored blindness. I did not realize
how much goes into the layout and infrastructure of websites before this project.

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as
defined and developed by the Association for Educational Communications and
Technology.
501 Code of Professional Ethics
In the Code of Professional Ethics assignment, we had to read and come up with an
ethical situation within the technology realm and how it relates to the Code of
Professional Ethics. I focused on censoring the internet at school for students and
teachers. I was then able to analyze the code in a realistic situation instead of
regurgitating the Code of Professional Ethics. In comparing how internet access being
restricted for students to the Code of Professional Ethics, I noticed that a lot of needs for
students were not being met. Students did not have the opportunity to show proper use
of technology and also were being blocked from potential resources that could be
extremely useful.
505 Evaluation Report
During the Evaluation Report, I was taught about the ethics of evaluation. As an
evaluator, it is important not to include bias even though you might want a specific
outcome. In evaluation, we learned that if a program is not on the right track, it is
important to let the stakeholders know the results instead of falsifying the report. This
report helped me see that we as educators and evaluators should always look at the
facts and take action from there to help improve the student learning and professional
learning.
STANDARD 2 - CONTENT PEDAGOGY
Candidates develop as reflective practitioners able to demonstrate effective implementation of
educational technologies and processes based on contemporary content and pedagogy.
2.1 Creating: Candidates apply content pedagogy to create appropriate applications of
processes and technologies to improve learning and performance outcomes.
503 Final Project
In the Final Project for my instructional design class, I took all of the information that we
learned in class about different ways to incorporate technology in the instructional
process to reach all types of learners using processes that optimize the learner and
stakeholder goals. I focused my project on an after school club to learn how to play the
game Quidditch (the fictional game from the Harry Potter books). I incorporated surveys,
different learning techniques, and technology into all aspects of my final report for the
project.
542 PBL Unit Project Plan
For the PBL project overview, I took all of the learning strategies from my other classes
such as constructivism as well as other concepts such as the digital divide to construct a
plan to teach my students about the internet. The plan I created takes into account all of

the different types of learning and helps lead the students in a project that they will
create by the end of the unit based on the standards that they must learn for their AP
class.
2.2 Using: Candidates implement appropriate educational technologies and processes
based on appropriate content pedagogy.
542 PBL Unit Project Plan
For the PBL project overview, I took learning and teaching strategies used from other
classes to incorporate in the plan of study in the overview for my class project. The
students have a wide variety for the unit ranging from teacher lead learning, partner
work, individual work, class debating, individual research, and also peer evaluation.
551 Final Grant Application
In the Final Grant Application, I had to find an opportunity for my school to gain money to
help student learning. I then looked at what skills were being used by students in my
classroom and came up with a grant. In my Technology Design Concepts class, students
use CAD software to create 3D objects that we then go on to print. The students also
learn about making prototypes and Computer Integrated Manufacturing (CIM).
2.3 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.
505 Evaluation Proposal
The Evaluation Proposal was a project in which we created a proposal for a fake
company in which we had to create a timeline and include a process to implement
evaluation techniques in the proposal to create the perfect plan of action for the project. I
had to take everything that I had learned up to that point to implement a successful plan
to get the client to choose my proposal.
502 WebQuest
In this WebQuest, students learn about Shakespeare and pick a scene from one of his
plays and then they stage that scene in a different decade making a setting and picking
costumes. The students are evaluated using different techniques. Instead of a
summative evaluation, students have a formative evaluation. The students create a
scene and create a new script based on a more current language style. The students
also get a chance to perform their new scene by filming it.
2.4 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.
542 PBL Manage the Process

The PBL guide let me figure out how to manage the learning to let all types of students
learn in the project. The students have flexibility in having choices about what they want
to learn and how they want to learn it. Also, the teacher is there to facilitate and assist
students to get them to the ultimate goal. Each student gets a chance to work
individually, in a group, and as a class. The students also get to figure out how to deliver
the material in a multimedia format such as a movie, podcast, song, or any other
technology format.
505 Evaluation Report
During the Evaluation Report, I had to figure out a plan of action to complete my
evaluation. This included figuring out classes to survey, students to interview, and
conferring with my class learning community. Throughout the process, I was able to talk
with my classmates to make sure I was on the correct path for the evaluation. Also, I had
to make sure that I was not leaving out certain people groups in the report so that it
would not be biased.
2.5 Ethics: Candidates design and select media, technology, and processes that
emphasize the diversity of our society as a multicultural community.
542 PBL Project Design and Development
In the PBL project, students have a chance to see how the internet and society work
together. They get the chance to see social justice in technology and talk about topics
such as censorship and cyber security which individuals, businesses, and governments
deal with everyday.
501 Code of Professional Ethics
In the Code of Professional Ethics assignment, I analyzed the use of restricting internet
use for students. The internet is a world of information and knowledge for the students
but a lot of schools block a lot of that content. In conjunction with the PBL assignment,
the internet is a great tool for incorporating multiculturalism into the classroom. Students
are able to get information from different viewpoints and also a lot of them have a digital
divide due to the lack of access to the internet at home. There are ways that teachers
can incorporate the internet into their classroom by using social media, blogs, and
search engines to increase learning in the classroom.
STANDARD 3 - LEARNING ENVIRONMENTS
Candidates facilitate learning by creating, using, evaluating, and managing effective learning
environments.
3.1 Creating: Candidates create instructional design products based on learning
principles and research-based best practices.
501 Digital Divide Presentation

The Digital Divide Presentation takes the learning practices of inequality in technology
skills and implements how to use them in education. There are a lot of different aspects
that come into play for people who are more technologically advanced than others. In
this presentation, using research, I constructed the background to what leads to a divide
in digital knowledge such as geography (rural compared to urban), gender, age,
socioeconomic status, and educational background. From here, I constructed best
practices to implement in a one-to-one device classroom that allows all learners the
opportunity to succeed.
542 PBL Unit Project Plan
For the PBL project overview, I took the materials that I have learned about from my
research in other classes to create lessons to help student learning. The main learning
based strategy that I used was constructivism. The students need more hands-on
learning in their classes so I based a lot of my activities around this approach. The
students also had to create a video in their project which incorporates 21st century skills
as well.
3.2 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.
534 Final Project Completed Working App (Click for the Android Download)
In the Final Project Working App in the Mobile App Design class, I created a Choose
Your Story app where the user follows the life of a slave trying to make it to the North
during the time of Civil War. Using visuals and learning pedagogy this application gives
the user a chance to see all of the problems that slaves faced in the deep south during
the 1860s. The application is made for a middle school social studies class and requires
student reading and critical thinking to complete the application. It makes reading more
interactive by having the students make their own choices in the application.
551 Final Grant Application
In the Final Grant Application, I first had to find an area in my school to get more funding
for. Once I selected the area (3D printing), I then came up with a way to support the
need for needing more 3D printers for the school. I implemented a survey as well as
facts such as future enrollment in the course. From here, I came up with how many more
printers are needed and why (such as print time and the amount of objects needing to be
printed).
3.3 Assessing/Evaluating: Candidates use multiple assessment strategies to collect
data for informing decisions to improve instructional practice, learner outcomes, and the
learning environment.
551 Final Grant Application

In the Final Grant Application, I collected data to support the use of needing more 3D
printers based on surveys of students in my past 3D printing classes and future class
enrollment. There is also research in what current technological skills students are
expected to have in high school. Also, looking at the goals of the technology department
and the school for technology skills in classes for students.
502 WebQuest
In this WebQuest, students learn about Shakespeare and pick a scene from one of his
plays and then they stage that scene in a different decade making a setting and picking
costumes. This activity got me to think differently about assessing students in different
ways. The students in this task create a new script and scene based off of an old
Shakespeare play. The students even have the chance to perform their scene by making
a clip of it. The students still learn how to analyze a script and the aspects of how the
setting can change the meaning, but the students get a different way of expressing their
ideas.
3.4 Managing: Candidates establish mechanisms for maintaining the technology
infrastructure to improve learning and performance.
502 Web Accessibility
In the Web Accessibility assignment, not only did I learn more about creating websites
using HTML and CSS, but I also learned a lot about web accessibility. This activity
opened my eyes to different disabilities that change how people interact with technology,
specifically the internet. For someone who is blind, there needs to be navigational tools
like captions for images and buttons. Also, the color schemes are important for anyone
who might have color blindness. It is important to make sure that technology use
employed in education lets everyone have full access to the learning experience.
542 PBL Manage the Process
The PBL guide lets me figure out how to manage the different types of technology into
my unit plan. It is more than just giving a student a laptop and have them type out a
paper. Technology should be used to help improve the lesson. In my lessons, students
must keep up with a blog, create a website, film and edit a video as well as learn how to
use photoshop.
3.5 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.
501 Digital Divide Presentation
In the Digital Divide Presentation, I researched and came up with best practices for a
teacher in a one-to-one device classroom. Students come to class with different
technology levels as well as access to technology. It is important as a teacher to make
accommodations to all students to make sure that each student has the chance to

succeed. Some practices for the teacher are to allow time to complete assignments and
using technology in class since some students might not have full access to the internet
at home. Also, it is important to realize that not all teachers have the same digital
knowledge due to different factors.
502 Web Accessibility
In the Web Accessibility assignment, I learned about different disabilities and how to help
users learn without limited a certain group of people. This activity made me research and
incorporate best practices when it came to website designing. I did not realize that best
practices for websites include identifying pictures with tags so someone who is blind can
have the page read out to them. Also, I did not realize that color scheme is important for
someone who has colored blindness. It is important that everyone has a chance to have
access to the internet.
3.6 Diversity of Learners: Candidates foster a learning community that empowers
learners with diverse backgrounds, characteristics, and abilities.
501 RSS Lesson Plan
In the RSS lesson plan, students use RSS technology to search for articles in the
science classroom. The lesson uses technology to enhance the classroom. The students
are able to take control of their own learning by selecting resources that they are
interested in. Also, the lesson has ways to modify the lesson for a variety of learning
levels to enhance the lesson. For students who have a higher level of knowledge in
science, they can look for articles that fit their learning level. The teacher can also
provide some students who need more assistance with some starting points to pick from.
502 Web Accessibility
In the Web Accessibility assignment, this made me realize that there is more to the
diversity of learning than I thought of before. This activity made me realize that people
who are blind or have color blindness can get left out when creating websites. Color
schemes are important for the internet more than just making it look nice. It is important
to create images and layouts that will not cause someone who has colorblindness not be
able to access the page. For instance, not saying click the red button but labeling the
button for the person to push. Also, I never realized that pictures on the internet are
labeled for someone who needs the page to be read aloud.
STANDARD 4 - PROFESSIONAL KNOWLEDGE AND SKILLS
Candidates design, develop, implement, and evaluate technology-rich learning environments
within a supportive community of practice.
4.1 Collaborative Practice: Candidates collaborate with their peers and subject matter
experts to analyze learners, develop and design instruction, and evaluate its impact on
learners.

503 Case Study Presentation

The Case Study Presentation was an assignment where we worked in a group to
analyze three different case studies in instructional design. Each member had to work on
specific elements of each case study and come up with a virtual presentation to our
peers. From there, we had to answer questions that were raised by our instructor as well
as classmates. As peers, we collaborated to make sure each member worked properly
as well as understood the material. When coming up with the presentation, we had to
come up with the mistakes in each case study and then come up with solutions that
would benefit all of the learners involved.
551 Final Grant Application
In the Final Grant Application, we weekly collaborated with classmates as to ways to
improve our grants as well as feedback on what we were doing correctly. Also, I
conferred with subject matter experts as well as administration in my school to help get
feedback to create the best grant application possible.
4.2 Leadership: Candidates lead their peers in designing and implementing technologysupported learning.
551 Final Grant Application
In the Grant Application for class, I created a grant to purchase 3D printers for my
school. The printers would be able to increase the volume of technology students at the
school as well as create opportunities to let students work with technologies they are not
usually around. The school has several 3D printers, but due to the overwhelming
increase in interest, there is more demand for the class which would be able to help in
the production of student projects.
554 Leadership Styles
In my Leadership Style assignment, I had to pick ten characteristics of my leadership
style. However, not only did I have to pick ten but I also had to define each characteristic
and how it is applicable in be a technology leader. This really made me think of
characteristics that are important when leading a group of people specifically in
technology. For instance, a technology leader needs to be flexible because there will be
times that technology will not work (i.e. the internet going out). A leader has to realize
that this will happen and come up with other ways to improvise until the problem is fixed.
4.3 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.
505 Evaluation Report
During the Evaluation Report, after composing the process and strategies to accomplish
goals, I was able to reflect on the ultimate report. After looking over the surveys and
progress, I was able to see how the program I evaluated fit with the goals that were

created. Overall, this project opened my eyes to everything that goes on in the
evaluation of a program. This also showed the importance of evaluating to improve
teaching and learning for students.
542 Reflection Journals
In the reflection journals for Project Based Learning, after every major assignment I
reflected on how my project was progressing and what I have been learning. In this
class, I learned a lot, and as I went back over my blogs, I was able to see the progress
of my thinking and how it changed over the length of the class. I used to think that
journals and blogging were more of an additional grade to an assignment. However, if
done correctly, it is a great tool for deepening student learning (or professional growth) in
the process.

4.4 Assessing/Evaluating: Candidates design and implement assessment and

evaluation plans that align with learning goals and instructional activities.
542 PBL Plan the Assessment
In this section of my project, the assessment is created based on the material that the
students need to know and to showcase in their learning. There is a mixture of formative
and summative assessments that have rubrics to gauge their progress. The students
also do self-reflection as well as peer review and receive teacher feedback. At the
beginning of the project, the students are shown the goals of the project as well as the
timeline and how each assignment fits into their learning.
505 Evaluation Report
During the Evaluation Report, we had to come up with specific goals of the program to
test. In my report, I was evaluating a new class and if it should be continued to be
taught. I had to then come up with a plan that would justify those goals. I created a
survey as well as conducted interviews. From there, I analyzed the results and then
came up with a detailed report of the findings.
4.5 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.
501 Code of Professional Ethics
In the Code of Professional Ethics assignment, I was able to analyze how the Code of
Professional Ethics fit with censoring student internet access. I looked at two different
models of schools issuing internet policies from being strict with blocked websites to
being more lenient. After looking at each of the parts of the professional ethics, when
learners are restricted, it is limiting their rights to being able to choose to exercise their
ethics while also picking and choosing what they can learn and use as resources instead
of being able to make their own choice.

542 PBL Project Design and Development

In the PBL project, I incorporated different methods of learning for the students. This
goes in the professional ethics of applying instruction to benefit and be appropriate for all
learners. The diversity of learning is a key concept to learn as a teacher and I created
my unit to be differentiated as much as possible for an AP classroom. The students have
different ways they will learn the concepts as well as ways to assess their learning from
summative assignment such as quizzes and tests to formative assignments like creation
of a video and presenting a project.
STANDARD 5 - RESEARCH
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning
and improve performance.
5.1 Theoretical Foundations: Candidates demonstrate foundational knowledge of the
contribution of research to the past and current theory of educational communications
and technology.
504 JigSaw Article Review
In the group article review, we analyzed the article Educational technology and the
new language of learning: lineage and limitations by Norm Friesen. The article
challenged old instructional strategies that are not typically considered useful for
technology education. However, Friesen shows the history of constructivism and how it
is relatable to technology and learning in a whole. He argues that technology is more
than just a tool but a method and process in the realm of education. I learned about
analyzing and researching about constructivism to back my analysis of the article.
551 Final Grant Application
In the Final Grant Application, I came up with a grant to increase more 3D printers in my
school. The reason why 3D printing is important is that it is more than simply students
sitting in a classroom listening to lectures. 3D printing and CAD software lets students
become actively engaged in their learning while also learning important careers skills.
This grant uses the fundamentals of constructivism in learning by making it hands on
and applicable to students.
5.2 Method: Candidates apply research methodologies to solve problems and enhance
practice.
504 Final Paper
In the final paper for Theoretical Foundations, I analyzed how Problem Based Learning
can be used across all grades, genders, and learners. I focused on the constructivist
approach to learning and research and studies about problem based learning. This
synthesis of research was made to enhance learning in the classroom to make
meaningful experiences for all learners.

551 Final Grant Application

In the Final Grant Application, we had to come up with an idea for a grant and then
generate why the school needs it as well as how it will help the students. I came up with
surveys to back the need for the 3D printers as well as took enrollment for the next year
to also backup the need for more printers.
5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and
evaluating processes and resources for learning and performance.
501 School Evaluation Summary
In the School Evaluation Summary, I went and observed three classrooms at a Christian
school to see how the technology integration was being implemented. I then analyzed
and categorized the school in total as to whether it was emerging, islands,
integrated, or intelligent. In each of the classrooms, I was able to interview both
teachers as well as students. The school was in the first year of incorporating one-to-one
devices so there was a learning curve for most of the classrooms but this allowed the
administration a chance to see what areas need to be improved and what areas are
being mastered.
505 Evaluation Report
During the Evaluation Report, we had to come up with a way to evaluate a program. I
evaluated one of the new classes at my school and to whether the school needs to keep
teaching the class. I had to create surveys as well as a plan of action. Through surveys
and interviews with students, subject matter experts, and administrators, I came to the
conclusion that the program was justified and should be continued to be taught.
5.4 Ethics: Candidates conduct research and practice using accepted professional and
institutional guidelines and procedures.
505 Evaluation Report
During the Evaluation Report, we were taught and instructed to use proper techniques in
creating an evaluation. We used researched based strategies in gathering information
using surveys and conducting interviews. This went in every aspect of the report from
creating goals with stakeholders to creating the survey with no bias.
551 Final Grant Application
In the Final Grant Application, I had to conduct surveys that will back up the need for
more 3D printers for the school. We had to base our research using professional
techniques in gathering the information as well as the ethical practice of analyzing the
results. In this task, we were reminded about not making fake results or twisting the
results.

LIST OF ARTIFACTS
EDTECH 501 - Introduction to Educational Technology: Parlin, Fall 2014
1. RSS Lesson Plan (1.1, 1.2, 1.3, 3.6)
2. Code of Professional Ethics (1.5, 2.5, 4.5)
3. Digital Divide Presentation (3.1, 3.5)
4. School Evaluation (5.3)
EDTECH 502 - Internet for Educators: Evanouski, Fall 2014
5. WebQuest (1.3, 1.4, 3.5, 3.6)
6. Web Accessibility (2.3, 3.3, 3.4)
EDTECH 503 - Instructional Design for Educators: Trespalacios, Spring 2015
7. Case Study Presentation (1.2, 4.1)
8. Final Project (2.1)
EDTECH 504 - Theoretical Foundations of Educational Technology: Friesen, Spring 2016
9. Jig Saw Article Review (5.1)
10. Final Paper (5.2)
EDTECH 505 - Evaluation for Educational Technologists: Thompson, Spring 2016
11. Evaluation Proposal (2.3)
12. Evaluation Report (1.4, 1.5, 2.4, 4.3, 4.4, 5.3, 5.4)
EDTECH 534 - Mobile App Design for Teaching and Learning: Hsu, Fall 2015
13. Final Completed App (3.2)
EDTECH 542 - Technology-Supported Project-Based Learning: Rice, Summer 2016
14. PBL Unit Project Plan (1.1, 2.1 2.2, 3.1)
15. PBL Plan the Assessment (4.4)
16. PBL Manage the Process (2.4, 3.4)
17. PBL Project Design and Development (2.5, 4.5)
18. PBL Reflection Journals (4.3)
EDTECH 551 - Technical and Grant Writing: Morton, Spring 2016
19. Final Grant Application (2.2, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.4)
EDTECH 554 - Managing Technology Integration in Schools: McGregor, Spring 2015
20. Leadership Styles (4.2)