Sarah Baughman


EDTECH 592-4203

Dr. Ross Perkins

Artifact Rationale Statements


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.

The Educational Technology program at Boise State University has given me the knowledge to create a variety of instructional materials. WIth this knowledge I was able to create tutorials, text presentations, interactive presentations with embedded quizzes, video lessons, and even full units housed in online websites. All of these instructional materials can be found on my Integrating Technology Website.

Not only has this program given me the knowledge to create instructional materials using existing resources but I am also able to create websites, lessons, virtual tours, and interactive concept maps from scratch using HTML and CSS. My Internet for Educators website is one that I created using Dreamweaver. Housed there is many of the instructional materials I created using HTML and CSS.


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

I used my knowledge gained throughout the program to use multiple different technology tools to support student learning. One tool I used was Static Multimedia Instruction. My knowledge of EdTech allowed me to select the appropriate tool for the objective of showing users how to create an account with a new software. Using this tool allows users to see multiple features of the software without having to rewind a screen recording.

The knowledge I gained in this program also allowed me to select and use the technological tool of spreadsheets in a lesson on Deaf Population Centers. I chose this tool because my knowledge of EdTech has shown me that spreadsheets are an incredibly useful tool and have many features that students are unaware of. Exposing them to the features of spreadsheets in this lesson will not only support their learning but enhance their technology skills.

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

One of the most important pieces of knowledge I have gained in this program is the knowledge of how to assess and evaluate effective integration of technology. This program has shown me that there are countless resources out there for us to use to evaluate effective instructional materials. I used that knowledge to Evaluate and Online Course.

I am also able to use this knowledge to assess which instructional materials will effectively support student learning. In my Relative Advantage Chart I use my knowledge of EdTech to assess which technologies can be appropriately integrated in order to meet student needs.

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

I used my knowledge of Educational Technology to manage people and resources on my Integrating Technology into American Sign Language Instruction website. I managed users by creating a community forum and I managed resources by organizing them into easily found menus. I also managed the infrastructure this is all housed in by using my knowledge to create an easy to navigate website.

I also used my knowledge of EdTech to manage the people and resources involved in an Evaluation I did on new software being implemented at our school. You can see how I effectively managed people, processes, and infrastructures for this evaluation in my Planning Document. I managed processes by knowing which activities to observe and which data sources to use. I managed people by knowing whose responsibility it would be to collect this data. And I managed infrastructures by knowing who to present this data to in order to see inform future decisions.

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

Ethical considerations should be taken into account when doing anything as an educational technologist. In my paper on Cultural Appropriation I use my knowledge of the professional code of ethics to analyze an ethical issue in the deaf community. It shows how I will use my knowledge for ethical considerations when creating, using, managing, and evaluating educational technology.


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.           

In the field of educational technology the idea of gaming for education is a fast growing idea. I created an effective implementation of this contemporary idea in my game ASL Frogger. The game is designed to improve student learning of classifiers as well as allow them to self analyze their growth toward performance outcomes through an embedded, interactive quiz.

I created another effective implementation of technology in my Virtual Field Trip activity. Virtual field trips are another fast growing contemporary idea that allow students to experience things first hand around the world, or in the past, without having to be there. I effectively implement this idea by using technology to have students experience the historical event Deaf President Now.

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

Mobile devices are on the rise! Their use in an educational setting, and to reach educational goals, is a hot topic for research. I use the effective implementation of these devices in my m-Learning Activity. I created an activity that effectively implements these devices to have students research, capture, record and upload material to their social media sites.

Another fun activity that I used to effectively implement an educational technology is my RSS in Education Activity. In this activity I use effective implementation of this tool by having students subscribe to RSS feeds in order to collect current information and artifacts on a hot debate in the deaf community.

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.              

Once an educational technology has been implemented this program taught me to reflect on and evaluate the instruction. I designed and developed a project based learning activity that implemented educational technologies and then I brainstormed ways in which I would reflect on the effectiveness of its implementation. This demonstrated my ability to assess and evaluate effective implementation.

Another artifact that shows my ability to assess and evaluate effective implementation is my Instructional Design Project Evaluation. This document shows an in depth evaluation of learner experiences with the educational technology, the adequacy of student learning, expert reviews of the implementation, and future changes to the design.

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.  

Managing the effective implementation of educational technology takes a lot of planning. In my Project Based Learning Products and Performances page you can see how I manage the effective implementation of this project through organized products, reflection methods, and technology tools. The use of different reflection methods allows for a supportive learning community while the multiple products and tools create a flexible learning environment.

My Community Building and Social Media Project is another great example of my ability to manage effective implementation of technology tools. In this project I manage people by having students collaborate in a Google community, I manage resources by having them collect artifacts in a Padlet, and I manage processes by providing step by step instructions. This activity creates a supportive learning community by encouraging collaboration and allows for flexibility as the students get to research and find their own artifacts.  

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

Ethical considerations are not only important when creating media for public use but also when selecting media for effective implementation. In my YouTube Playlist Lesson I made sure to select media that highlighted the different cultural perspectives on deafness.

I also took in ethical considerations when creating my Video Integration Lesson. In this lesson students will explore the diversity of our society as a multicultural community by analyzing teacher selected media. When selecting this media I took in ethical considerations by making sure to select videos that properly highlighted a variety of aspects related to deaf culture.


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.

When creating instructional materials and learning environments it is best to “stand on the shoulders of giants” and build your learning environments according to research-based best practices. Looking at my ASL Classifiers Course Design Document you can see that I followed research-based best practices when creating the course. For Instructional Planning I followed Moore’s foundational article (Moore, 1989) on interactions, for Motivational Planning I followed the ARCs model (Keller, 2010), and for objectives planning I used Bloom’s Taxonomy.

Not only should we follow research based practices when creating learning environment but we should create products that are based on learning principles. The Video Podcasts that I created show my ability to create products following the learning principles of Modality, Redundancy, Contiguity, and Multimedia.

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.          

My ability to use learning environments is seen in my ASL Classifiers course. I created this course and made sure to select processes and resources that provided optimal conditions for learning. I followed best practice for interaction when selecting my processes as students begin with student-content then student-student, and finally student-instructor. I also made sure to select resources that provided the correct information in a clear and comprehensible manner.

Another artifact that shows my ability to use learning environments effectively is my Moodle Course.  While creating this course I referred to the idea of Andragogy and made sure my learning environment was hands on. I used best practices by incorporating cognitive, instructor, and social presence into my course. I did this by using conversational tone and including pictures of myself to encourage a collaborative environment.

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.              

Collecting data on learning environments can help inform future decisions that improve student learning so it is important to know how to do this effectively. In my Digital Divide Presentation I collected data from teachers, students, and parents on the technology skills of our local high school students. I then created a presentation to show to the school district administrators.

Collecting data on learning environments is not only about surveying your local stakeholders. I collected data on the trends affecting education today and used that data in a Social Media and ASL presentation proposing a solution to a learning environment issue facing the Boise State University ASL department. This solution was proposed using data to show that it has the potential to improve online instructional practice and learner outcomes.

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

Once a learning environment is created there should be plans in tact for managing and maintaining it. The Classifiers Course Design Document shows how I have established an in depth plan for maintaining the technology infrastructure. You can see by the layout of the modules that I start the students slow and build on their knowledge as they progress through modules. There are also multiple tables that show how each module relates to a learning activity, objective, and assessment. You can also see that I have established mechanisms for maintaining the infrastructure by creating a prototype to refer to during creation and/or editing.

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.            

Learning environments should be a safe place for all students to express themselves. In my ASL Classifiers Course Syllabus I start out by fostering a learning environment that promotes safety and respect for copyright. In my syllabus there are specific mentions of copyright, fair use, and the promotion of safety.

ASL students love to sign their favorite songs. This can bring up issues of copyright and fair use so in order to avoid these issue in my learning environment I created a Copyright Scavenger Hunt that teaches students about these concepts and shows them how they can still sign songs while respecting the original artist.

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

Learning environments are a great place to empower learners of all abilities. In my Jigsaw Internet Search Activity I encourage collaboration between students and allow each student to become an expert on a topic. This empowers students of all abilities because they get to choose which resources to look to at information.

My Educator’s YouTube Channel is a learning environment that explores the diversity of learners. It is a place where I collect video resources that cater to all different types of learners with varied skill levels.


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.        

Collaboration with others in your field is a great way to expand your learning and pedagogy. I collaborated with peers and subject matter experts to analyze learners and design instruction in my Instructional Design Project. Working with others on this project helped me see things that I had previously overlooked when it came to the design and creation of instructional materials, specifically the instructional videos - see section 4b Expert Review.

Another collaboration experience that way eye opening for me was the Meeting with Stakeholders for my Evaluation Report. This was an initial meeting to discover what objectives everyone had for implementing a new technology and how we were going to evaluate progress towards these objectives. This meeting helped me better understand the situation from multiple perspectives and that in turn improved my ability to analyze learners and evaluate the software’s impact on those learners.

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

The first artifact I want to highlight here is my AECT Poster Proposal. This proposal shows my leadership in technology infused learning as I am proposing a presentation on  new software that my department was implementing. Not many people have heard of this software but it is gaining popularity as evaluations of its use are showing successful results.

Another example of my leadership of technology infused learning is my ASL Classifiers Course. This course was the first of its kind in our department (as we only offer two ASL courses online and they are not full courses) and is currently under review by the department head.

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.

The best artifact I have to demonstrate that I am able to reflect on professional practice is my EdTech Portfolio. This entire portfolio shows my ability to analyze data and reflect on the design, development, and implementation of each technology supported artifact. Reflecting on all of my past work has reminded me of everything I have learned and really enhanced my professional growth.

Analyzing and interpreting data for professional growth happens not only by looking at your own materials but also by analyzing artifacts created and implemented by others. In my Social Media in a Foreign Language Classroom Curation I analyze the design and implementation of social media in classrooms around the nation. This curation was used to reflect on the implementation of social media for language teaching and it enhanced my personal growth and understanding of effective implementation.

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

Aligning assessment to learning objectives is one of the first things you learn as a teacher education candidate. My ASL Classifiers Course Assessment Alignment is a good artifact to refer to when showing that I have met this indicator. This table shows each module in the course, which objectives are covered, and which assessments I will use to show those objectives have been met.

Another example of how I align my assessment plans with my instructional activities is seen in my Moodle Online Course. This course is more like a short unit and only has two learning objectives. It also only has two assessments, one for each objective.

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.

I make sure to show respect for the diversity of teachers and learners in all aspects of my work. In my post on Live Professional Development There are screenshots from interactions I had in the online community. I make sure to display ethical behavior by giving credit to those who made good points and bringing up points that address the larger issues affecting education, ie protecting the open web and designing safe learning environments for online education.

In My Mini-Documentary Project I made sure to follow ethical expectations by consulting with a historical and cultural expert before putting content online and getting a signed waiver from them. I also showed respect for the diversity of learners by including a signed interpretation of the documentary as well as captions.



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.             

I have always been fascinated with the idea of virtual reality for language learning. In order to understand this idea better I researched foundational theories supporting the concept and analyzed the current published research. My Synthesis Paper shows my in depth exploration of the theoretical foundations of educational technology as it relates to virtual reality for language learning.

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

When I began this program I wanted to be an online ASL teacher but a problem presented itself. The problem was that the deaf community looked down on hearing ASL teachers. I applied research methodologies to enhance my practice and find a solution to this problem. The research methodologies I used was interviews with subject matter experts. I then gathered the data I had collected and created a Mini Documentary.

Another instance where I applied research methodologies to solve problems was when my supervisor was investigating what was causing online students to drop out of programs. I researched current publications and did a Literature Review on the Success Factors of Online Program candidates. Being aware of the factors that improve the chance for success in online education enhanced my practice as an online student and as a future online teacher.

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

While investigating the foundational theories that support virtual reality for language learning I evaluated the processes that teachers and researchers were using when implementing this idea. I also evaluated the resources (Second Life and others) they were using to provide a virtual reality platform to students. You can see these evaluations in my Annotated Bibliography.

My Evaluation Report is another good example of my ability to evaluate products and/or programs. In this report I use the formal inquiry strategies of surveys, data analytics, observations, and interviews to evaluate how a new software is supporting progress toward program objectives.

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

I made sure to follow ethical guidelines when conducting research on real people. For my Mini Documentary Project I got signed consent to use what the subject matter experts said in their interviews. I also made sure they signed a release form to be seen in my video.

In my Evaluation Report I made sure to follow ethical guidelines by not using any student’s or teacher’s name in my report, I kept it anonymous. I also followed institutional guidelines by getting approval from administrative personnel to do research in the department and keeping them updated with results.


EDTECH 501 - (Introduction to Educational Technology): Parlin, Fall 2014

  1. Technology Trends in Education: Social Media and ASL (3.3)
  2. RSS in Education (2.2)
  3. Digital Divide Presentation (3.3)
  4. Code of Professional Ethics (1.5)

EDTECH 502 - (The Internet for Educators): Lowenthal, Spring 2015

  1. Copyright Scavenger Hunt (3.5)
  2. Virtual Field Trip (2.1)
  3. mLearning Activity (2.2)
  4. Jigsaw Internet Activity (3.6)
  5. Internet for Educators Site (1.1)

EDTECH 503 - (Instructional Design): Instructor Last Name, Spring 2015

  1. ID Project Evaluation (2.3)
  2. ID Project (4.1)

EDTECH 504 - (Theoretical Foundations for Educational Technology): Friesen, Spring 2016

  1. Annotated Bibliography (5.3)
  2. Synthesis Paper 5.1)

EDTECH 505 - (Evaluation For Educational Technologists): Thompson, Spring 2016

  1. Meeting with Stakeholders (4.1)
  2. Planning Document (1.4)
  3. Evaluation Report (5.4, 5.3)

EDTECH 511 - (Interactive Courseware Development): Shelton, Fall 2015

  1. ASL Frogger (2.1)

EDTECH 512 - (Online Course Design): McGregor, Fall 2015

  1. ASL Classifiers Assessment Alignment (4.3)
  2. ASL Classifiers Design Document (3.1, 3.4)
  3. ASL Classifiers Course Syllabus (3.5)
  4. ASL Classifiers Course (3.2, 4.2)

EDTECH 513 - (Multimedia): Hall, Spring 2016

  1. Video Podcasts (3.1)
  2. Static Instruction (1.2)

EDTECH 522- (Online Teaching for Adult Learners): Ching, Summer 2016

  1. Moodle Course Creation Reflection (3.2, 4.4)
  2. Online Course Evaluation (1.3)

EDTECH 533 - (YouTube for Educators): Snelson, Fall 2015

  1. Mini Documentary Release Forms (5.5)
  2. Educator’s YouTube Channel (3.6)
  3. YouTube Playlist Lesson (2.5)
  4. Mini Documentary (4.5, 5.2)

EDTECH 541 - (Integrating Technology Into the Classroom): Gerstein, Fall 2014

  1. Video Integration Lesson (2.5)
  2. Integrating Technology Website (1.1)
  3. Community Building and Social Media (2.4)
  4. Reflection and Final Project (1.4)
  5. Spreadsheets in Education (1.2)
  6. Relative Advantage Chart (1.3)

EDTECH 542 - (Technology Supported Project Based Learning): Rice, Spring 2015

  1. Products and Performances (2.4)
  2. Reflection and Final Project (2.3)

EDTECH 543 - (Social Networking in the Classroom): Gerstein, Fall 2014

  1. Social Media in the Classroom Curation (4.3)
  2. Live Professional Development (4.5)

EDTECH 592 - (EdTech Portfolio): Rice, Fall 2016

  1. Portfolio (4.3)

EDTECH Graduate Assistantship: Shelton and Rice, Fall 2014 - Spring 2016

  1. Literature Review: Success Factors (5.2)
  2. AECT Poster Proposal (4.2)


Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS model approach. New York: Springer.

Moore, M. G. (1989). Three Types of Interaction. The American Journal of Distance Education, 3(2).