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.

513- Static Multimedia

• • I produced this assignment because of my love for music production. The learning objective for this piece of instruction was to teach the learner how to speed up & slow down songs within FL Studio 12. I wanted to show how to achieve the objectives through a low level of cognitive processing. Through this visual educational format, the learner does not need to think too hard to learn how to speed up & slow down songs because the accompanied textual explanation is concise, one-sentence in length, and also spatially placed near the main-graphics of the screenshot. To create the actual project, I used a combination of systems: the FL Studio 12 software and Clarify 2 to make the arrows on the visuals. The Multimedia & Contiguity Principle were also applied. 

1.2 Using: Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.  

502-  Interactive Concept Map

• In this artifact, I developed a concept map for soccer coaches who want to improve their overall success of their youth teams. The map was a picture of a soccer field, with an up-close shot of a soccer ball, and under it were four interactive silhouette icons.  These four interactive silhouette icons were categorized into four different player know-how subjects: dribbling shooting, passing, and defending. Once the learner clicks on the icon, the website opens up a new page with relevant information on that soccer know-how subject. The website was designed in Dreamweaver, and this page includes a learner description, topic introduction, and explanations to each of the four know-how subjects. It is a great training visual for soccer coaches new to the game.

513- Haiku Deck

• Digital presentation has always been a huge interest of mine and this was the first time I’ve ever used Haiku. Personally, I prefer Prezi, but Haiku was special because it forced me to condense and maximize my message. This digital artifact was geared solely for pitching Saha Harissa’s flavors to snack companies. The software only allowed three slides, but that was the point. Since the target audience was the Director of Culinary position at snack companies, this Haiku technology helped deliver our proposal with a “less is more” attitude in mind.

1.3 Assessing/Evaluating: Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.

506- Unit of Instruction 

• The assessment plan for the Soccer Performance Management course was designed for simplicity. Each of the three activities were (Pass- 100% or Fail- 0%), and the main idea was to gauge activity completion from the learners. At the end of the course, all the scores were totaled up, and a student needed to score a 70% or better for tryout qualification. The reason for this instructional design was to instill performance knowledge in muscle-building, flexibility, hydration, and diet before the season started. All the activities differed in task and instructional material, but evaluation goals were clear for both the instructor and the learners.

1.4 Managing: Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.    

502- Jigsaw Internet Search Activity 

• This assignment permitted me to take my role as an instructor to more of a  manager. The main goal was to provide a collaborative educational experience around sports and more specifically soccer with Modern World Cup History. The class was divided into four expert groups and each group was assigned a World Cup year to research. Once each group was given the go, they had three resources to research and answer questions surrounding: the FIFA World Cup archive web-page, the tournament’s top 10 goals, and the final match highlights. After each group worked together to complete answering the questions, they had to pick one volunteer to present their group’s research findings to the class. As the instructor, I wouldn’t have been able to manage this without organized systems in place. 

543- Tweetdeck Topic Curation

• The Tweetdeck Topic Curation assignment was both eye-opening and very valuable for me during my MET journey. In this artifact, I was able to manage and explore my passions through hashtags in Twitter’s Tweetdeck platform. The best part is the way Tweetdeck umbrellas relevant data with hashtags. I found the Tweetdeck to be a very organized way to both remain current with my passions and achieve my predetermined professional goals. 

1.5 Ethics: Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology. 

502- Netiquette

• The Netiquette artifact helped the knowledge transference of digital responsibility for high-school students. In this web-page, I provided a learner description and defined Netiquette. Then, under that, I provided four unique real-life scenarios and gave specific feedback to each scenario around ethical behavior on the internet. Since technology is always evolving, I made sure to add a more modern touch in regard to content. My mission was to deliver a relevant  experience for high-school students on digital ethics and responsibility. Education on etiquette behind the computer screen is serious and should be taken very seriously within this digital world.

501- Digital Divide

• This artifact was great because it helped open my eyes to the disadvantaged communities of California. I liked that we were able to truly to explore problems, and also find tailored solutions. Our proposed solutions were both modern and also from a sound place morally. This research helped me think about educational technology as a progressive vehicle and a way out for those in these impoverished communities.

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.       

513- Worked Example

• The worked example activity was created as an educational lesson for a topic within the music production space. As a music producer, it’s important to know how to use the Digital Audio Workshop, and I think the best way to soak in new information is by doing. The focus of this screencast was on detecting BPMs for instrumentals with FL Studio 12. Since knowing BPMs is essential for any DJ, I wanted to make this task easy-to-understand & repeatable. I did the screencast with a mixture of powerpoint and the FL Studio 12 software to effectively package my lesson. I also used a screen capturing software called “Tiny Take” and made sure to apply a minimalist approach with its production. 

2.2 Using: Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.

543- PLE Diagram

• This assignment was a lot of fun because I was able to apply my knowledge of social networks creatively through the PLE model of Gathering, Processing, and Acting. For this assignment, I used Canva to design the image. First, I organized my favorite social networks around these categories, and then carefully examined the social networks that were most important to me. Through this PLE graphic, I was forced to think deep, theoretical, and creative; which I liked. I realized how effective soccer team formations are in dividing team strengths and knew it would be a neat adaptation to the PLE model: Gathering, Processing, and Acting. It was fascinating to think of a personal learning environment in the lens of a soccer match consisting of a 4-4-2 formation for both teams. 

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- RFP Proposal 

• In this evaluation, I wanted to use a fusion of methods learned from the EdTech 505 course. In this evaluation artifact, I used both the decision-making model and the system analysis model; of input, throughput, and output to measure the efficiency & effectiveness of the DIP training program. The reason I chose the decision making model is because I wanted the end-goal to be an either yes or no. Using the systems analysis model the interweaved an intricate and trackable process to get to that decision.

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.   

503- ID Case Analysis- Group Presentation

• Managing the ID Case Analysis- Group Presentation was an incredible experience. We brainstormed as a team on the back-end with Google Slides and G-Chat. Then we uploaded it to Voicethread for the entire classroom interaction. The discussion was organized and managed perfectly with Voicethread. The classmates were able to prepare and articulate their thoughts with audio messages, and my team was able to give personalized responses. Through Voicethread, we were all able to manage the learning communities with more efficiency and more intellectual expansion. 

2.5 Ethics: Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

543- Digital Footprint Plan

• Developing a Digital Footprint plan is crucial for this digitally-dominated era. Ever since the social network boom; and anyone with a pulse can find all the information out there about you with a couple clicks or thump taps. Thus, it is vital to be wary of our digital conduct because people in this era are generally assessed off their digital track. This digital footprint plan has ten steps laid out for proper online behavior with peer-reviewed resources. No matter the race, skin-color, or socio-economic class, anyone has the ability to be digitally searched. Thus, it’s important to be conscious and act with more thought and wisdom prior to posting online. 

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.

511- Interactive Courseware Development Final Project

• Within this interactive Courseware development final project; I created a Harissa 101 course, specifically for food-manufacturing B2B buyers. The course breaks down Harissa into three lessons and introduces the flavor from an application stance. Although, the modules are asynchronous, the course will push the learner to complete the unit in one sitting through the motivation of a digital badge of Harissa certification. Each lesson has Muzzylane activities The environment design of this course was structured for the learner to have that digital certification as their end-goal.

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.   

513- Worked Example

• The worked example was crafted by a combination of technological software.  I liked this screencast because it helped me organize my thoughts in order to teach software tasks with a learning doing approach for the viewer. This screencast was about detecting BPMs for instrumentals through FL Studio 12. Since knowing BPMs is essential for any DJ, I wanted to make this task easy-to-understand & repeatable. Thus, the screencast was a blend of powerpoint and the FL Studio 12 software to effectively get my message across. I used a screen capturing software called “Tiny Take” and it was a lean and also quite easy-to-use. 

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.  

501- School Evaluation Summary

• The School Evaluation Summary was more of a holistic approach of how data-driven strategis can help improve the performance of a school district. We were able to conduct a full analysis on the system stemming from topics within: administrative, curricular, support, connectivity, and innovation. It was fascinating to assess a school from an approach of interdependence. This project almost reminded me of running diagnostics.

3.4 Managing: Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.  

511- Interactive Courseware Development Final Project

• In order to efficiently produce the Harissa 101 course, systems had to be measured and implemented precisely. Especially in regard to course completion. In order for the learner to earn the digital Harissa certification badge, they had to screenshot and send all four of their muzzylane activity completion screens to the instructor. Through this method of management, the objective became much more streamlined for the instructor and more achievable for the learner.

502- soccer boots webquest – Process

• With the WebQuest, the goal was to stimulate the learner with an engaging and organized layout of tasks. The course was designed to be tackled consecutively, so that the learner can build their knowledge before buying the proper soccer boot. Purchasing soccer boots should be treated as a science and never as a trend-driven impulse decision. Therefore, the WebQuest drove the message to apply a mechanism of research, assessment, and evaluation for the learners before purchasing soccer boots. Soccer boots are an investment and this is a process that deserves technical diligence.

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.   

502- Copyright Scavenger Hunt

• This artifact was based on P2P file sharing dangers and is specifically produced for high-school students. The layout was categorized into four different hunts, and each hunt had associated sources for the students to research. The students had to review the questions, click the links to the sources, deduce, and then input their P2P file sharing responses into a provided document. The goal of this assignment was to promote respect to online copyright laws.  

3.6 Diversity of Learners: Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.    

543- Live Professional Development Twitter Chats

• I had a blast with this assignment because I was exposed to such a diversity of educational topics. We were assigned to participate and reflect on four webinars and four twitter chats in regard to professional development. I loved being immersed with a range of audiences and especially analyzing the unique vibes of each online chatroom or discussion. A conversation on Twitter is totally different from YouTube, and I liked reflecting on these audience experiences. 

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- ID Case Analysis- Group Presentation

• I loved the collaborative practice with the ID Case Analysis from both the internal team-member side and the external class-room side. As a team, we collaborated and worked exclusively with Google products like G-Chat, and Google Slides to design the presentation for the class. Then, we put the presentation onto Voicethread, and our classmates were then able to review the material and produce insightful reflections with audio messages. It was truly the most full collaborative experience I’ve ever had in a classroom. Everyone participated and the idea exchanges were top level. 

4.2 Leadership: Candidates lead their peers in designing and implementing technology- supported learning.

543- Social Networked Mini-Curricular Unit

• In this artifact, we worked together in small-groups to form a discussion board-boot camp. We led the students to conduct research and do the whole thing on their own. We decided to lead by giving the guidelines, and had the students be as creative as they wanted with the space given to them. We led the students through research and principle with technology, which supported their learning because they were more hands-on.

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.

543- Reflection

• In this project, I was able to express how much I’ve improved as a person through understanding social networks. Since I’m in the digital marketing space professionally, I need as much social networking knowledge as possible to stay current and valuable for my field. These social networks are in infancy, and it’s amazing to envision how different and expansive these social networks might look thirty years from now. Since paid social is a big part of what I do, I naturally gravitate to any subject related to business and social. 

4.4 Assessing/Evaluating: Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.

503- Peer Evaluations- ID Project

• This task was nice because it helped me think more objectively about UX/UI design. I was assigned to critique my classmate’s ID project off rationale, learning objectives, matrix of objectives, instructor guide, assessment materials, etc. By assessing my classmate’s project from a bird-eye, non-bias view, this allowed me to gain the knowledge to design better products around my personal learning goals for professional development. 

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. 

Digital Divide

• With the Digital Divide project, we worked as a team to research how to efficiently decrease the educational divide specifically for California. We split the project into sections and assigned tasks to our team-members. It was incredible to think more progressively and for the greater good of America’s future educational landscape. I liked that we also researched for both the youth education and adult education too. The whole project was ethical from start-to-finish because our brain-power of educational technology had the potential to impact to the lives of many people. 

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. 

511- Justification Paper 

• This project in Interactive Courseware Development helped me understand the theoretical foundations of gaming within an educational approach. Throughout the course, we used a software called Muzzylane to develop interactive digital experiences. In order to effectively make these games for the Harissa 101 course, I needed to make sure I had the right content and the right activities for my audience. So, it took lots and lots of research to understand how chefs consume professional advancement courses. By combining my theoretical foundations in Instructional Design to an area that is rapidly evolving, like gaming, I was able to develop a better educational communications for the learner.

5.2 Method: Candidates apply research methodologies to solve problems and enhance practice.  

504- Synthesis Paper 

• In this synthesis paper, I decided to research the topic of Constructivism within Virtual Reality. In order to enhance application and practice, I provided examples of VR products within Education, Simulation, Communication, and Training. VR is a solution for many industries, and I wanted to show its versatility and power. By going for a more applied method of research, I was able to capture more of an interest for the reader. You can talk about VR forever, but it’s more important to see how and where it is currently being showcased. 

5.3 Assessing/Evaluating: Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance. 

505- App- Evaluation Report

•  The evaluation method within this report was the goal-based model. The goal-based model fits with the objectives by determining if the team efficiencies increased and if the quantity of player injuries decreased throughout the season.  All the participants answered the surveys, which made the whole evaluation process easy to conduct. Both quantitative and qualitative data were used to analyze the program. After analyzing the data, it was evident that the SP app was overall beneficial for the Rackville High School team.

5.4 Ethics: Candidates conduct research and practice using accepted professional and institutional guidelines and procedures.

504- Annotated Bibliography

• This artifact contains selected research on Web 2.0 Technologies and Learning Performance. Since the paper was an annotated bibliography, it helped structure the research preparation in an organized and ethical manner. There are seven research articles below in this annotated bibliography, and each source carries a unique perspective. In order to produce top quality and professional topic research for our Final Synthesis Paper Project, we were asked to follow the APA guidelines and only include peer-reviewed journals.