Welcome to my EDTECH Learning Log. This site is a place to reflect on and share my experiences throughout the Masters of Educational Technology program with Boise State University. This website will help me collect and present my work as I prepare to showcase my mastery of the AECT standards. I am looking forward to learning more about technology and its role in education, and I hope to better myself as an educator in the process.

Welcome Post

Week 12: Teaching Style

My teaching style is primarily teacher-centered and lecture-driven. I think this is because I was taught using this style. As I have taken courses and attended trainings, I have begun to realize that there is a better way to reach students, and I have been trying to adapt my own teaching style. While my style is still probably primarily teacher-centered, I am striving to include more student-centered activities and let some of my controlling tendencies go. I think the online environment requires instructors to shift from a teacher-centered style to a more student-centered style. Lectures are often more suitable for asynchronous delivery in the online environment. There are many more distractions available to students in the online environment, so lectures must be engaging enough to hold student attention and there must be a way to hold students accountable for the information they are needing to learn from the lecture. This is where synchronous meetings could come in handy. Synchronous meetings could be used to provide students with an opportunity to ask questions they may have and to also assess whether or not they have an understanding of the required information and concepts. Synchronous meetings could also be used to facilitate group work in an online environment, to hold engaging discussions, and as a presentation tool.

Week 11: Self-Evaluation

I decided to evaluate myself using the Asynchronous Lesson Rubric, and as I did so, I found that self-evaluation can be very helpful. I could see that there were some areas of my lesson that could be improved upon that I might not have paid attention to without taking the time to look at the rubric. I think having students evaluate their own work could increase the quality of work we receive from them. You can find my self-evaluation attached below.

Asynchronous Lesson Rubric

I also included the following Common Core Standards in my lesson.


Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.


Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

I believe these core standards are met because students are required to read an article and determine the main ideas in that article then summarize those ideas in the presentation they create for younger students. They are also required to look at other sources of information (the VoiceThread presentation and videos) to aid them in the creation of their presentations.

Week 9: Learner Preferences

I am definitely a visual learner. I have always known I was a visual learner. All throughout school, I have always preferred reading as opposed to listening to lectures. Whenever trying to spell a word, I either try to visualize it or preferably I write it down. One of the best strategies for visual learners is the creation of graphic organizers and mind maps to help organize information and concepts. MindMeister is a great tool to be able to do this. Users can create mind maps for brainstorming, note taking, and many other creative tasks. Visuwords is another great tool for visual learners. It is a dictionary that produces diagrams to demonstrate a word’s meaning by connecting it to other words and concepts. When reading text it is important to be able to highlight and annotate notes even when online. Evernote is a great app for note taking. Users can snap a picture, create a sketch, highlight, and more. It is an online service, so it is available wherever you go. The last tool I am going to mention for visual learners is Pics4Learning. It is a picture library that is safe and free for educators and students to use. The pictures are copyright-friendly for educational use.

Auditory learners are fairly opposite from visual learners. They learn best when they hear information rather than seeing it. This can be a little more tricky in an online setting. Auditory learners can benefit from instructors giving lectures and oral presentations using tools such as Screencast-O-Matic or Adobe Spark Video or live meetings through tools such as Skype. Auditory learners can also sometimes benefit from having some background noise or music while working. Playlist is an app that allows users to listen to music live with friends. Pandora is also a site that allows people to listen to music that fits their taste. Users can create “channels” that plays music based on a particular style, song, or artist.

Week 8: iNACOL Standards

The iNACOL Standards are really not all that different from the standards in a traditional classroom. Online teachers are required to stay up to date on best teaching practices and pedagogy, provide meaningful learning activities and assessments to their students, and maintain professional interactions with all students, colleagues, and parents. The standards also require online teachers to prepare students for the future, use a range of strategies and technology tools, provide differentiated instruction and accommodations to learners, and provide students with clear expectations and prompt feedback. These are all standards that traditional classroom teachers are also expected to meet, but the way in which they are met is what may differ in an online environment. Online teachers have to understand that community building and communication with students is going to be very different in an online environment, and they must know how to adapt and cater to these differences. Online teaching also tends to be more student-centered than in a traditional classroom, so it is very important for online teachers to know and implement best practices and strategies that support this type of learning environment. I think one of the most important standards that is different from that of a traditional classroom is that of teaching students about digital citizenship and how to be safe online. I also think it is extremely important for online teachers to have a deep understanding of the technology tools they are using and trouble-shooting procedures in order to ensure that the logistics of using technology do not get in the way or hinder the learning process. I feel that online teachers are required to meet all the standards of traditional classroom teachers plus some because of the added technology element.

As I read through the readings this week, I thought a lot about how I could bring Psychology concepts alive and make them more meaningful in my classroom through the use of technology. I found some simulations and activities that I feel my Psychology students could really enjoy. These sites make it possible for students to experience things that they would not be able to without the use of technology.

Gauging Your Distraction (Cell Phone Simulation)

Sheep Brain Dissection

Cow Eye Dissection

Mouse Party (Drug Simulation)

Week 5,6,&7 Real Time Chat Activity

I participated in a real time chat with two other people from another class. We were placed in a group to complete an assignment using Google Slides. We used the chat feature in Google Slides to communicate as we were working. Real time chat capabilities make group communication online much easier. We also communicated some through emails, which took much longer to get questions answered and anything accomplished. The real time chat allowed us to work together and discuss as if we were all sitting in the same room together. Real time chats do have some disadvantages though. When too many people get involved, it can be difficult to keep track of the conversation and who is responding to who. It is also difficult to gauge emotions through online chats. It can be very easy to misinterpret someone’s intentions. Our group found the use of emoticons to be helpful in this aspect. We were able to convey that we were trying to be helpful and friendly when giving constructive criticism or feedback. I also found that it can sometimes be difficult to keep everyone focused and on track when communicating in real time.

I think real time communication is very effective in online settings, but I do think we have to take the time to teach our students how to communicate and use those tools correctly. Especially with high school and younger students, I think it is important to have guidelines for students to follow in real time chat settings.

Week 4 Online Community Building

I chose to join a couple different communities through Google+. I joined Connected Learning, Educational Leadership, and Teachers Helping Teachers. I chose to join these groups because Google+ is still relatively new to me. Joining these communities gives me a chance to further utilize and explore Google+ while collaborating and learning from other teachers. Thus far, I have participated more as an observer than as a contributor in these communities. I enjoy reading through the different articles and ideas that other teachers post. I believe these communities help me stay up to date on what is going on in education as well as providing me with new ideas and strategies to try in my classroom. I enjoy knowing I have a place to go to ask questions and bounce ideas off of other educators. I am the only Psychology teacher in my district, so online communities are very beneficial and valuable to me as a means of communicating with others in the Psychology field. I think online communities could also be very beneficial for students. Online communities allow students to share ideas with others outside of their classroom. They can join communities that align with their interests, which encourages them to further their learning. I also think online communities provide an audience for students to share their thoughts and opinions with. Everyone wants their voice to be heard and to feel validated, and online communities provide a means for this to be accomplished.

Community Building Strategies

Interview Tool Reflection

I did not use the exact interview tool I created for this class, but I used one very similar to it for a beginning of the school year activity. When my classes change, I plan to use the interview tool I created for this class because it includes questions for both parents and students that I had not considered before. I may have to adapt it just a little to fit a more blended-learning style of classroom. I do think interview tools such as these encourage adults to open up to conversation. I think it allows them to see that we as educators truly do care about their children, and when parents see that, they tend to want to open up and help in any way that they can. There is a lot of important information that can be gathered from these tools. Some of the most important information I have found is the constraints placed on students that make it difficult for them to complete work outside of the classroom, whether they be time or technology constraints. If I have this information, I am better able to visit with my students about it and make accommodations for them that will allow them to be successful in my class.

The conversation stays pretty well on track because of the format of the interview tool. Google Forms makes it easy for both students and parents to answer questions, and it doesn’t provide a lot of room to steer the conversation off track. I do, however, like to include a space where students and parents can tell me anything they think of that may not be on the form. I believe this is a very valuable activity to complete before a course begins. It lets both students and parents know that you care and are interested, which can go a long way in education. It also provides you as the instructor with some very valuable information that you may not otherwise get. This is an activity I will continue to implement regardless of whether I am teaching in a face-to-face classroom or online environment.

EDTECH 521 Reflection Journal

EDTECH 521 Reflection Journal

Quotes from Readings and Class Tasks and Activities Thoughts/Learning/Questions

Chapter 4

Pg. 73 “The movement to an online classroom means that long-standing teaching traditions must be adapted to fit an environment that is more flexible, not bound by strict time schedules, and collaborative in nature.”

“…as the learning environment moves from a traditional teacher-directed approach to one that is more supportive of learner-centeredness.”

Pg. 76 “Your ability and confidence in using technology to deliver and develop lessons for online delivery will influence your amount of direct instruction with your students.”

“In this role [instructor], you will manage communication protocols, due dates, assignment submissions, attendance records, communication logs, and the grade book.”

“…remember, responsible adults have important experience and expertise, too.”

Pg. 77 “As an online teacher, you will be responsible for facilitation all of the processes directed at creating and maintaining functional and effective group efforts to promote community in your classroom.”

Pg. 91 “The primary difference is t hat online activities usually take longer, so you should expect your initial icebreaker activity to take the better part of one week, instead of one day.”

Pg. 94 “You can make the transition as smooth as possible by taking proactive steps, such as preparing activities and interventions in advance.

I am learning that there is a much larger difference between face-to-face teaching and online teaching than I originally thought. I have always thought online teaching would be so much easier because you wouldn’t have to deal with as many discipline issues, and you could do everything on your own time. I am quickly learning this is not the case. Online teachers have to be very organized and prepared for many different scenarios in their courses. There may not be as many discipline issues in the traditional sense, but it takes a lot of work and planning to build a community classroom environment online.
Chapter 5

Pg. 100 “Even though community formation is somewhat intuitive in face-to-face classrooms, in online settings, it takes a concerted and consistent effort to provide the same opportunities.”

Pg. 103 “It may seem obvious, but community does not happen on its own. You will need to work consciously and consistently to develop and maintain it throughout your course.”

Pg. 108 “In addition, best practice would suggest that focusing on the tool is not the best way to approach instruction. Effective instruction always begins with an examination of the curricular goals and the lesson objectives.”


Building a sense of community in the online environment is very different from that of the traditional classroom, and I believe it takes a lot more conscious effort on the part of the instructor. It is important to be mindful of the types of activities we use for student collaboration
Chapter 3

Pg. 48 “The tools you will use for delivering instruction online are limited only by your imagination, your skill level in using the tools, and their availability within particular teaching situations.”





As I read this chapter, I became aware of just how many different varieties of tools are available that can be used for online teaching. I think it is very important for an online instructor to take the time to explore different tools and find out which tools would be the most beneficial in helping students achieve the objectives. It is also extremely important for instructors to become familiar with and develop the skills necessary to use different tools in order to provide students with guidance and be able to help them solve any problems they may encounter.

 Chapter 6

Pg. 141 “As with any online activity, it is important to spend some time thinking about where a discussion will be conducted and why a discussion is chosen and the instructional strategy versus another strategy.”

Pg. 143 “Purpose and relevance are two key factors in determining the success of discussion forums…”

Pg. 144 “If we expect learners to engage with each other, with us, and with the content, we must provide them with something worth engaging about.”

Pg. 164 “The use of thoughtful prompts, effective facilitation, and visible assessment criteria will greatly improve your chances for success.”

There is a lot more involved with discussion boards in the online environment than I previously thought. It takes a lot more time and effort on the part of the instructor than I realized. It is extremely important to make discussions meaningful and worth students time. This chapter is very helpful in guiding an instructor on how to conduct a discussion in the online setting and is one to remember and access again later.
 Chapter 7

Pg. 168 “When you move online, your focus may be less on content and more on devising strategies to facilitate student engagement with the content.”

Pg. 169 “When learning moves online, this issue becomes even more challenging, because you do not have any control over distractions. Lessons, activities, and assignments must be designed to create a sense of engagement and motivation for learners, if you hope to maintain their interest.”

Pg. 170 “A common mistake when discussing technology-enabled teaching is to focus on the tools first. Good online instruction, like all good teaching, begins with setting course goals and objectives, followed by identifying the instructional strategies that will assist learners in reaching those goals.”

Pg. 202 “Designing online courses and lessons is a time-intensive process that requires knowledge of good teaching and effective instructional strategies and skill in using technology.”

Pg. 203 “It also requires a great deal of flexibility, adaptability, and creativity, and a willingness to engage in conscious reflection about your teaching practice. Advanced preparation and anticipation of student needs are both essential.”

I found it interesting that the text mentioned you can’t really “wing it” in the online classroom as you can in the traditional classroom. This is something I hadn’t really thought much about, but I can see how true it is. I am gaining more of an appreciation for the instructors I have had throughout the many online courses I have taken.
 Chapter 8

Pg. 224 “Although not a law or statute, the Universal Design for Learning guidelines have been recognized as an effective means of improving the accessibility of instructional materials for learners with special needs.”

Pg. 233 “One thing we do know is that preparation is the key to success. Other significant guidelines are to be proactive in identifying struggling students early in the learning process and flexible in how you deliver instruction.”

As a teacher, I am familiar with the laws concerning students with special needs. I did not know much about the Universal Design for Learning guidelines until this course. I think these guidelines are very useful in helping students with special needs, especially in the online environment. There are many assistive technologies available to help differentiate instruction.

EDTECH 541 Course Reflection

Part One

I believe my favorite part of this course has been all of the new technology tools I have used and discovered. I am going to be starting a new position as a technology integration specialist for my building in addition to teaching. I now feel more confident in taking on this role after having learned so much from this course. I have learned more about how to use technology in a way that is advantageous to my students rather than just recreating experiences that could take place without technology. I now understand the importance of taking the time to research and practice using technology before putting it in front of my students. Because of this course, I will now always ask myself “What is the relative advantage of using this technology?” I believe I have met the AECT standards through my coursework because it has taken a great deal of research and reflection to create lessons that incorporate technology and that I can actually use in my classroom. I believe that each of my assignments reflect current research and pedagogy, as well as effective incorporation and management of technology. Because of this course, I believe the way I teach as I enter my classroom in a couple weeks is going to change. I now see the value in letting my students take more responsibility for their own learning through the use of technology. I believe I will now take on more of a facilitating role than I have in the past. I am more excited to begin this school year than I have been in awhile. I cannot wait to incorporate more technology into my classroom in a more meaningful way.

Part Two

Content 65/70

I did often relate to real life experiences and share substantial information, but there are some posts that I could have maybe gone into a little more detail.

Readings and Resources 20/20

I completed each of the reading and often related to them in my posts. I also used some outside resources that I had found on my own. I believe all of my APA citations are correct.

Timeliness 15/20

I had all of my posts in on time, but they were often submitted on the due date which did not always give my peers much time to respond to them.

Responses to Other Students 30/30

I did respond to at least two of my classmates each week. I feel that I was sincere and detailed in the majority of my responses.

Final Score 130/140