Category Archives: AECT Standard 4 (Professional Knowledge and Skills)

Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

EdTech 543: Final Reflection


Artifact Introduction:

During our final week in our Social Networking class, we were asked to reflect on our learning by:

  • Evaluating another group’s Social Networked Mini Curricular Unit
  • Developing a grading system for the evaluation
  • Writing a final reflection for the course about what we learned & plan to apply to our professional practice
  • Writing a self-assessment about our blog performance throughout the course.
  • Proposing a grade for our blog – out of 75 points.

Artifact #1 A: Screencast evaluation 



Artifact #1 B: Screencast & spreadsheet evaluation 



Artifact #2: Final Reflection

I absolutely loved this course & thought the benefits from taking it will affect my teaching practice in many ways. Below are the key components I learned from this course & how I plan to apply them to my professional practice.

  • Social Media Set Up (M. 1): When we first started the course I learned about several platforms that can be used for classroom communication that I had never really explored. Since the beginning of this course, I have created a class Google site for my classroom & have requested our school to create a Facebook page to keep parents in touch!
  • PLN & PLE (M. 2): When starting I had no idea what these acronyms meant & now I understand their importance and significance in the classroom. I appreciated that we got to create a PLN in the course & that we expanded our learning using these resources. This is one of my biggest takeaways!  I also loved working with Ally, Katie, & Ben the members of my PLN!
  • TweekDeck, Live PD, & Digital Footprints (M. 3): This was my favorite part of this course. Very eye opening! I had no idea that Twitter was such a resource. The live twitter chats & webinars that I participated in were so helpful. I plan on participating in more of these twitter chats in the future as I found them to be very beneficial and they expanded my PLN significantly. I want to share this with all of my colleagues as there is a wealth of information waiting on Twitter!
  • Content Curation (M. 4): I loved using  ScoopIt to curate content.  I thought that of the ones I explored it was the most user-friendly and allowed for easy curation and comments. Curation was something I had never previously considered & it even seems like a job I might one day want to look into.
  • PLE Diagram (M. 5): By creating my PLE diagram, I realized all the different things that make up my personal learning environment. This course helped my PLE to expand significantly & I hope that it will only continue to expand!
  • Research & Social Media Policies (M. 6): I loved having the opportunity to explore the policies other teachers employ to use social media in their classrooms. I loved synthesizing all of the things I learned in order to create my own policies. I liked working with my PLN & loved how our social media policy came out using the ABC’s.
  • Social Media Mini Unit (M. 7):  I think my PLN worked very well together and I love having the opportunity to use technology to collaborate. I think the unit we created is going to be very useful and that we employed social media effectively. I loved going through the peer review process through a screencast, I had never used Screencast-o-matic before & it was very user-friendly. I want to employ this wonderful idea that allowed me to see what other groups did for their  mini units in my own classroom since it was so easy to use.

I am excited that I have learned so much throughout this course that can be immediately employed in my own classroom. I know my students will greatly benefit from me being exposed to such great information. I give myself  75 out of 75 points on my blog posts because every post is very thorough. I made sure I included all that was expected by outlining the requirements at the beginning & then including a reflection/connection to the standards at the end of every post.

Reflection of Learning/Standard Connection:

AECT Standard 4.3  Reflection on Practice: In this assignment, I analyzed and interpreted data & artifacts & reflected on the effectiveness of the design, development & implementation of technology (social media) in my work in this course, in order to support instruction & learning to enhance my professional growth.

AECT Standard 4.4 Assessing/Evaluating: In this assignment, I designed & implemented assessment & evaluation plans using screencasting & a spreadsheet to align with learning goals & instructional activities (provided).






EdTech 543: Online Communities


Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore online communities by:

  • Find four online (educational-based) communities to join.
  • In order to go from lurker to participant, we needed to contribute content to the community in some way – asking questions, adding resources, etc.
  • Make  10 total contributions in any of form (comment, question, posting a weblink, adding a video or image, etc)

Artifact #1: Slideshow of screenshots of contributions

The majority of the communities I joined were through Google +.I also joined one community on EdWeb. I love that I get little alerts in the right hand corner of my webpage when logged into my e-mail to let me know that there has been action in one of the community blog posts I’m following on Google +. This helps me keep track of my conversations since there are so many communities I am now a part of.

The communities I joined & contributed to this week are:

Here is the evidence of my contributions to these communities:

This slideshow requires JavaScript.

I have joined but am currently solely lurking not contributing to the following communities:


Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By becoming a contributor in online learning communities I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and may be able to evaluate its impact on learners at a later time.

EdTech 543: Professional Development-Redefined


Artifact Introduction:

In the time between our third & fifth week in our Social Networking class, we were asked to explore Live Virtual Professional Development by:

  • Attending & contributing to four (4) live webinars.
  • Attending & contributing to four (4)  live Twitter chats.
  • Write a blog post on the webinars and live chats we attended.
  • Describe how we contributed, & what we learned both in terms of content and the process of doing real-time professional development.
  • Demonstrate through screenshots and/or a copy of the live chat how we participated.

Artifact #1: Webinars

The majority of the webinars I attended were on technology in the classroom through Simple K-12. They were wonderful! The last webinar I attended was from a private vendor who I follow on Facebook called Create-abilities.

  • 10 Activities that will have students moving with Mobile Devices
  • Easy QR Code Projects to Differentiate & Energize Learning
  • Creative & Engaging Mobile Assessments for Active Learning
  • Math Tasks: Proven Methods that will Transform your Math Block

This slideshow requires JavaScript.

I loved the Simple K-12 webinars because of the back channel chats that I could participate while the facilitators presented their material. I was able to connect with several different teachers I am still talking to and collaborating with. One in particular, has another fourth grade class with whom my class has begun chatting with using Google. I contributed to these chats by presenting my own ideas of how I used technology (mobile devices, QR Codes,  & mobile assessments) and then by taking notes. The wonderful thing about these “notes” was that the “notes page” was shared therefore all of our notes were available for everyone to see/use. Specifically, I am putting into place many of the ideas I got from a few of the webinars, like using QR Codes with voice recordings (I plan on using that in my Spanish courses for students to practice speaking) yay! The Math Tasks webinar by Create-abilities was my least favorite because the presentor removed the “backchannel” & “chatting” options. She said that previous attendees had said it was ‘distracting’ from her presentation, however I didn’t think that was the case at all for the other webinars I attended, quite the contrary, I felt they enhanced the presentations because of additional ideas that were shared. In the Math Tasks webinar I did participate by answering surveys and asking questions directly to the presenter via e-mail. I didn’t enjoy this as much because I felt it was more of a sales pitch. Lesson learned, webinars from private vendors will try to sell. 🙂 I did get some ideas on organizing my math block more effectively and I’ve tweaked with that some to apply some of the ideas I learned.

Artifact #2: Twitter Live Chats

Twitter Live Chats are now one of my favorite things. It is seriously the fastest way to make an hour go by. These chats are SO fast paced and there are so many people participating in dialogue all over the world, it’s amazing. I ended up particpating in 8 but I am presenting my five favorites, that I hope to become a regular participant in, they are:

This slideshow requires JavaScript.

There is NO WAY to be conducting professional development without using Twitter Live Chats, that is my conclusion after participating. I’ve never learned so much about education and specifically best practices that are working right now in other places all around the world. In the #langchat I particpated in I shared some ideas of how I use podcasts in the classroom to help students practice speaking and learned about a slew of really helpful foreign language teacher blogs that it seemed everyone else knew of and loved. The #whatisschool topic was “Using Modern Tech to Enhance Learning” so it was right up my alley of interest. I learned various tools people are using, in particular blogs that teachers are employing in their classrooms and shared how my students use QR Codes during math centers. Out of pure interest and curiosity I participated in the #geniushour chat. I have been enthralled by genius hour ever since I first learned about it and in this chat I learned how others are bringing genius hour to life in their classrooms. I shared ideas on how to create a safe and flexible learning environment but I felt that I benefitted the most by seeing how it putting something like this into play in the classroom isn’t so scary after all. The #edtechchat focused on digital textbooks for this session and that wasn’t too exciting for me but I was still able to learn how much digital textbooks have evolved and heard the case for employing them more often in the classroom from many participants. I don’t feel like I contributed much but did answer all questions based on my experience with digital textbooks as a graduate student. My favorite was the #4thchat probably because I was surrounded by others in my same 4th grade “world”. I shared quite a bit about the flexible seating I am doing in my classroom and even ended up e-mailing back and forth with a few other participants to brainstorm ideas. I learned a lot about how to add movement into the classroom, in particular using The Walking Classroom, for which I am already in the process of filling out an application for a grant to try and implement it at my school.

Twitter Live Chats were the game-changer for me as a teacher. I cannot believe I had never participated in this before. I also wish that schools evolved to help teachers learn using this “evolution” of professional development. There is so much to learn and Twitter is making creating those connections so easy.


Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By participating in virtual live profession development I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and will later be able to evaluate its impact on learners.

EdTech 543: Curation in Action!


Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore curation by:

  • Developing a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality & value of an education-related curated topic with our PLN.
  • Using a curation tool like Scoopit, Educlipper, LessonPaths, PearlTrees, Livebinders, etc. curate a topic (with 25 resources) of our choice, applicable to our content areas and/or grade level.
  •  Post it on any platform (Facebook, Blog post) so both us & our mini-PLN group can give feedback to one another using the criteria we developed.
  • Self-assess the value of our own curation using all of our group’s curation criteria in our assessment (& post the results in the comments section where we posted our link to the Curated Topic)
  • Assess our group members curation’s using the same checklist & ensuring that we again, use all of our group’s curation criteria in our assessment, noting what was especially noteworthy & also what needs further development/tweaking. 

Artifact 1: Curated Content

The Classroom Redesign: Flexible Seating  


Artifact 2: Self-Assessment using Curation Criteria


The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the content curation I needed to select and use technological resources and processes by conducting research on curation and applying it to curate. I did this to learn how to and provide information for others on how to effectively support student learning and to enhance our pedagogies.

AECT Standard 4.3 Reflection on Practice: In order to create my content curation I needed to  analyze and interpret the curation criteria data that my PLN compiled and ensure that my content curation reflected the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance my own & others professional growth.



EdTech 543: #Tweet #PD


Artifact Introduction:

During our third week in our Social Networking class, we were asked to engage in professional development using Twitter by:

  • Explore professional development hashtags that we were interested in following
  • Follow five hashtags by using a Twitter client such as Tweet Deck
  • Share the hashtags we are following & explain three new things we learned by following them
  • Formulate our thoughts  about using Twitter as a form of just-in-time professional development via our blog post


Upon much exploring and spending countless hours on Twitter & still not being able to narrow it down to five hashtags, I decided to follow:

  • #duallanguage
  • #langchat
  • #TESOL
  • #latinoedu
  • #ipaded
  • #multiliteracy
  • #edtech

This slideshow requires JavaScript.

I teach fourth grade dual language (50% curriculum in Spanish & 50% curriculum in Enlish), we don’t have the resources necessary to “reach” all children in this model, therefore, Twitter has provided me with an abundance of resources. The #duallanguage hashtag allowed for me to find some excellent research based articles on dual language including triumphs and doubts. I also learned about a US Dept of Education talk that will occur later this week on multiliteracy & dual language. After exploring the #langchat hashtag I ended up re-writing my plans for the week TWICE. There was so much out there for me to learn to share with my students, for example, I am going to have my kiddos further explore Hispanic Heritage Month (which I am now also following on Twitter), that was a new one that I wasn’t following at the beginning of this post!). I found this super neat activity that is sure to engage my kiddos, let them use technology as a tool to expand their learning, and get the speaking, writing, reading, and using the language.

Based on the extraordinary amount of time I have spent learning and enhancing my educational practice because of the connections Twitter has helped me form, I cannot fully express how wonderful Twitter is as a tool for just-in-time professional development. The ability that it has to allow for conversations world wide, sharing of resources, and communicating ideas/concerns is so powerful. This is a tool that is ivaluable for educators in this day & age, in fact, how did educators ever survive without it? Gracias Twitter!


Standard Connection:

AECT Standard 4.1 Collaborative Practice: To create this creative reflection I analyzed COPs, PLNs & the theory of Connectivism & then used the knowledge I gained, to develop a Prezi that accurately portrayed my interpretation of these concepts & their interconnectedness. This helped me develop a deeper understanding of each concept and how they relate to one another.

In order to add to and organize my TweetDeck I needed to explore my resources which inevitably lead to my collaboration & professional development with peers and subject matter experts all over the world to analyze learners, develop and design instruction, and evaluate its impact on learners.



EdTech 543: COPs, PLNs & Connectivism


Artifact Introduction:

During our second week in our Social Networking class, we were asked to creatively express our understanding of:

  • Communities of Practice
  • Personal Learning Networks
  • Connectivism

This “creative expression”, needed to reflect that we understand that these concepts, while connected, are different. We needed to ensure that we used at least one symbol per concept & visually represent how they are related and connected.

Artifact: Creative Expression via Prezi

Reflection of Learning/Standard Connection:

This creative expression is a Prezi where I used the building blocks template to facilitate my expression of how I view these concepts. According to Wegner & Snyder (2000) Communities of Practice (COPs) are: “groups of people informally bound together by shared expertise & passion for a joint enterprise, however, people in communities of practice share their experiences & knowledge in free-flowing, creative ways that foster new approaches to problems.” This instantly reminded me of Facebook groups because most of the groups that are created are driven by a “machine” or a “purpose” all participants are there because they share an interest, experiences, or are all there to obtain similar information.

Similarly, Personal Learning Communities (PLNs) are more informal networks of people interacting within their personal learning environments. This reminded me of a traditional Facebook page a person may have where connections are made with Facebook “friends” that are all joined together in more random & serendipitous ways. Yet, many times people go to their traditional Facebook feeds to ask for advice, give advice, and suggestions.

Finally, Connectivism is each set of building blocks, Communities of Practice & Personal Learning Networks, put together to create a large tower of interconnectedness & power. Where “internet technologies have created new opportunities for people to learn and share information across the web and among themselves. (Siemens, 2005)

AECT Standard 4.3 Reflection on Practice: To create this creative reflection I analyzed COPs, PLNs & the theory of Connectivism & then used the knowledge I gained, to develop a Prezi that accurately portrayed my interpretation of these concepts & their interconnectedness. This helped me develop a deeper understanding of each concept and how they relate to one another.


Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved from:

Wenger, E. C., & Synder, W. M. (2000, January). Communities of Practice: The Organizational Frontier. Harvard Business Review. Retrieved from:

EdTech 543: The Journey Begins


Artifact Introduction:

During our first week in our Social Networking class, we were asked to conduct a reflection focusing on answering the following questions:

  • What are you initial reactions about joining these social networks for use in this course?
  • What is your experience in using social media for your own professional development?
  • What is your experience in using social media as an instructional strategy in your learning environment?
  • What are your expectations for this course?

My reflection and answers to the above questions are found below.

Artifact: (Reflection)

What are your initial reactions about joining these social networks for use in this course? What is your experience in using social media for your own professional development?

I am excited about using these social networks for this course, I am somewhat familiar with Diigo, as we used it in other classes, I just don’t feel like I have discovered it’s full potential. I use FaceBook regularly for my personal use and for professional development. It has probably become one of my regular sources for growth as a professional in the last couple of years. I am part of a group of fourth-grade teachers from around the world and we collaborate, help one another and share resources, it is wonderful! I also follow a lot of education-related sites on FaceBook for a plethora of resources and food for thought. I also have a Twitter account that I don’t use very often for personal use, although every once in a while I will browse and find some hashtags to follow and find great resources or enticing conversations on various educational topics. I feel that social media is THE professional development of the modern teacher. There have been so many occurrences of me learning much more from time on social media (especially when I have have an objective) than in a conference dictated by my district. Don’t get me wrong, my district has some great professional development, BUT nothing beats self-directed, self-motivated learning & that is what social media is in the professional development world.

What is your experience in using social media as an instructional strategy in your learning environment? What are your expectations for this course?

In the Spring of last year, I came up with a lesson for one of my courses using Social Media, so I have been exposed to social media as an instructional strategy. I decided to use Twitter and created the #KidsPoetweet hashtag (I was pretty proud) of my idea for kids to share their poetry with other children and adults around the world during poetry month (April). This was based on the #Poetweet hashtag that is widespread on Twitter. My students were thrilled to have the opportunity and I invited the teachers I followed on Twitter to follow suite, we didn’t have much success but I encouraged my children to not be discouraged because we had only very recently started using Twitter so we didn’t have access to a wide audience. Even though we didn’t get to read many other students poems, my students were still thrilled when they tweeted their poems. We also had a student post a Tweet (& often an accompanying photo) each day to tell what we had done in class. This provided a fun way for parents to be involved. I would like to really increase my knowledge on how to effectively implement social media as an instructional strategy in the fourth-grade classroom, I believe it has great potential but would like some direct tools, ideas, and guides on how to use it to its full potential. I would also like to learn how to help parents overcome their fear of this tool in the educational environment, as I had some problems with parents not allowing their children to be a part of our Twitter project mentioned above, which was a bummer for their kids.

I am excited to embark upon this adventure and anxious to see how my learning unfolds and impacts my student’s learning.

References: N/A

Reflection of Learning/Standard Connection:

  • AECT Standard 4.3 Reflection on Practice: To create this reflection I analyzed and interpreted my experiences with social networking as an educator for both professional development and as an instructional strategy. This helped me develop an understanding of my current knowledge and feelings of the subject.

PBL Reflective Blog: Let’s Debrief!


Post Introduction:

During our final week in Technology-Supported Project-Based Learning, we were to make final changes on our site based on our peer-evaluation feedback.  Finally, we had the opportunity complete a self-evaluation using the BIE rubric on our final project. To debrief our experience in the class we were to answer the following questions:

  • What do you know understand best about Project Based Learning? What do you understand least?
  • What did you expect to learn in this course? What did you actually learn? More, less, and why?
  • What will you do with what you have learned?

PBL Blog:

Project Based Learning-Understanding:

Prior to this class, I had no understanding of what Project-Based Learning really way. I feel that now, after going through the process of creating my own project that I can use in my classroom, I feel like I’ve learned all the parts of the planning process and all of the required elements. In the beginning, I thought a lot of the “steps” were repetitive but after creating my own project, I have come to appreciate why each of the individual parts is essential. I feel like actually teaching a Project-Based Learning unit is what I understand least because I’ve never done it. For example, actually balancing the teaching and student inquiry will be a challenge but I feel that going through this extensive planning process will definitely help!

Project Based Learning-Learning:

I expected to learn about project-based learning and why it was an important method of teaching. However, I learned that and more, I feel that I actually understand and believe why it is an important teaching method because I created my own unit based upon it. I also learned how meeting the standards and accomplishing a lot of outcomes is possible and enriched with projects such as these.

Project Based Learning-Application:

I am very excited to implement my project-based learning unit of Choose Your Own Adventure in my classroom with my fourth-graders this coming school year. I plan on teaching the unit as I prescribed it in my detailed plans, adding materials and resources, and then modifying it as I see fit for the future. I also plan on creating many more units using Project-Based Learning as a guide once I have taught this first one to really get the full picture of what it looks like in action. I am very excited because I feel that my students are going to be immediately engaged and hooked to this new style of teaching/learning.

Reflection of Learning:  This assignment required me to delve into the rubric to assess my own Project-Based Learning project and that of a peer.  I got the experience to analyze another project and see how another person took the same instructions and guidelines and made them their own. This rubric helped me to conduct an in-depth analysis of my own project and the things I needed to change to make it easier to understaNnd and implement. Finally, I synthesized the information I learned to perfect my PBL project.

  • AECT Standard 1 Content Knowledge: Upon creating my Project Based Learning unit site I demonstrated that I have the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
  • AECT Standard 2 Content Pedagogy: Upon creating my Project Based Learning unit site I develop as a reflective practitioner that was able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
  • AECT Standard 4 Professional Knowledge and Skills: While creating my Project Based Learning unit site I designed, developed, implemented, and evaluated sources to create a technology-rich learning environment (unit) within a supportive community of practice.

References: N/A

Ed-Tech 504: Final Reflective Journal


Artifact Introduction: During our final week in Theoretical Foundations of Educational Technology, we were to reflect upon our learning and experiences in this course. Specifically, we were to compose our final reflecting journal-learning log and answer the following questions:

  1. What were the most important things I learned this semester?

  2.  How was my teaching (or thoughts about teaching) impacted by what I learned or experienced this semester?

  3. Did I (or will I) use the projects, skills, or ideas from this course in my teaching, training, or professional practice? If so, how?

  4. Select three of the projects/assignments you created/wrote in this class and read the description of the related AECT standard. Then answer this question: How do these projects/assignments demonstrate my mastery of the AECT standards?


References: N/A

Reflection of Learning/Standard Connection: Included within artifact above.

PBL Reflective Blog: Perfect & Reflect


Post Introduction:

During our fifth week in Technology-Supported Project-Based Learning, we were to perfect our project and reflect on our final project. We also closely analyzed our assessment plans and made any revisions or additions. Finally, we had the opportunity to participate in  informal peer reviews. We were to:

  • Read & review various resources on managing the process
  • Finalize our project & add any new content to our PBL project site.
  • Revise & refine our assessment plan to better reflect any changes we’ve made to our project – especially changes in student outcomes or standards addressed.
  • Use the Project Design Rubric as a guide for providing feedback to the project of one classmate in the discussion forum
  • Reflect on the following questions:
    • Who will you involve in the post-project reflection process?
    • What will the process look like?
    • Is it just a one-time assessment?

PBL Blog:

Post-Project Reflection Process:

BIE describes “debriefing” as the multi-person process will assist you in understanding how you can apply your current project experience to projects you may attempt in the future. I will engage in this post-project reflection process with my grade level team because we teach students of the same population and have similar struggles. I know I can count on them to get an honest evaluation of my work. This will look like them reviewing the project beforehand and suggesting any changes or adjustments that they notice. It may even include ideas on how to improve or modify for our students This is not just a one-time assessment, we will do this continuously throughout the process as inevitably things come up or ideas are developed, especially once the children are involved as they have a say in the project as well. After the project has been completed in the classrooms, we will come together once again. In order for this process to be successful,  I need to graciously receive their suggestions and apply it to my project. This is a continuous reflection and modification as that is how projects are perfected and become unique to ourselves.


Reflection of Learning:  This assignment required me to delve into the rubric to assess my own Project-Based Learning project and that of a peer.  I got the experience to analyze another project and see how another person took the same instructions and guidelines and made them their own. This rubric helped me to conduct an indepth analysis of my own project and the things I needed to change to make it easier to understand and implement. Finally, I synthesized the information I learned to perfect my PBL project.

  • AECT Standard 4.3 Reflection on Practice: To further delve into perfecting my project-based learning project and refletion I analyzed and interpreted the rubric and a peer’s project. This helped me enhance my own project to meet both mine & my instructors expectations.