Category Archives: 3.1 Media Utilization

Educational Game Design

I submitted my paper today about educational game design variables and found the paper kind of difficult because of the small amounts of research on educational game design.  There is a multitude of research on games and learning but little focuses on the content and appearance of educational games.

Having just been introduced to the concept of gamification this past February its great to have the opportunity to develop my own game, although I am finding this quite challenging as well.  Games have so much to offer as far as learning.  The design of “good” games gives the brain exactly what it craves, increasing attention and the want for more action.

Embedded here is my paper about educational game design variables.  Through writing this paper I met AECT Standard 3.1 Media Utilization in determining aspects and benefits of well designed educational games.



EDTECH541 – Final Reflections and Self-Evaluation

Part 1: EDTECH 541 Final Reflection

Although this is only my second semester in the EDTECH program, this has probably been my favorite class so far.  It has given me the opportunity to explore and learn about the vast number of resources available to educators.  I’ve read and heard about many of the resources but have not taken the time to delve into many of them.  This course finally forced me to try things like creating a wiki, social bookmarking, screencasting, collaboration, and multimedia presentations and applying them to classroom curriculum.

I am thankful for the opportunity to have learned about using Web 2.0 tools to promote 21st century learning skills.  I’m beginning to truly grasp their importance and most of all the importance of sharing this concept with my colleagues, most of whom, like myself, have not understood the role technology must take in education. 

Initially, I came at this course as a Computer/Technology teacher, attempting to integrate classroom curriculum into my technology lessons, the opposite of what was being asked of me.  Through practice and discussion with Dr. Gerstein I have now come to the understanding of what it means to integrate technology into the classroom.  Going into the new school year I will work at finding ways to integrate technology into the classroom curriculum and will strive to work with classroom teachers to share my newly formed knowledge in how to effectively integrate technology into their teaching.

As I look back through the course and reflect on the AECT Standards, I realize how much this course has impacted my ambition of mastering many of the AECT Standards.  The following standards have been met through the EDTECH541 coursework.

Standard 1 Design:

Each of the projects this semester involved an aspect of design.  In order to maintain maximum effectiveness and efficiency of technology integration I had to consider the characteristics of my learners along with the objectives of the instruction.  This information was then used to plan activities that engaged and motivated learners.

Each of the projects this semester involved an aspect of design.  In order to maintain maximum effectiveness and efficiency of technology integration I had to consider the characteristics of my learners along with the objectives of the instruction.  This information was then used to plan activities that engaged and motivated learners.

Standard 2 Development:

The nature of this course required the development of materials using each of the technologies in standard 2.  From the creation of worksheets and how to guides, to the use of Web 2.0 tools to create screencasts, podcasts, and interactive presentations, each of the 4 areas of development were achieved.

Standard 3 Utilization:

With so many resources available and new ones coming available every day, it was vital that I evaluated material before using it in instruction.  Throughout the course I have made decisions about which tools and forms of technology best fit the learning situation.  I have compiled a list of useful resources I have found over the duration of the course and plan to use them with students and share them with colleagues.

AECT Standards

Standard 1: DESIGN

Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.

1.1 Instructional Systems Design (ISD)

Within the application of this definition, ‘design’ is interpreted at both a macro- and micro-level in that it describes the systems approach and is a step within the systems approach. The importance of process, as opposed to product, is emphasized in ISD.

1.1.1 Analyzing: process of defining what is to be learned and the context in which it is to be learned.

1.1.2 Designing: process of specifying how it is to be learned.

1.1.3 Developing: process of authoring and producing the instructional materials.

1.1.4 Implementing: actually using the materials and strategies in context.

1.2 Message Design

Message design is embedded within learning theories (cognitive, psychomotor, behavioral, perceptual, affective, constructivist) in the application of known principles of attention, perception, and retention which are intended to communicate with the learner. This sub-domain is specific to both the medium selected and the learning task.

1.3 Instructional Strategies

In practice, instructional strategies interact with learning situations. The results of these interactions are often described by instructional models. The appropriate selection of instructional strategies and instructional models depends upon the learning situation (including learner characteristics), the nature of the content, and the type of learner objective.

1.4 Learner Characteristics

Learner characteristics impact specific components of instruction during the selection and implementation of instructional strategies. For example, motivation research influences the selection and implementation of instructional strategies based upon identified learner characteristics. Learner characteristics interact with instructional strategies, the learning situation, and the nature of the content.


Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.

2.1 Print Technologies

Print technologies include verbal text materials and visual materials; namely, text, graphic and photographic representation and reproduction. Print and visual materials provide a foundation for the development and utilization of the majority of other instructional materials.

2.2 Audiovisual Technologies

Audiovisual technologies are generally linear in nature, represent real and abstract ideas, and allow for learner interactivity dependent on teacher application.

2.3 Computer-Based Technologies

Computer-based technologies represent electronically stored information in the form of digital data. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communications, and global resource/reference access.

2.4 Integrated Technologies

Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.


Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

3.1 Media Utilization

Utilization is the decision-making process of implementation based on instructional design specifications.

3.2 Diffusion of Innovations

With an ultimate goal of bringing about change, the process includes stages such as awareness, interest, trial, and adoption.

This course coincides with Boise States Department of Educational Technology mission and the College of Education’s conceptual framework.


Part 2: Assess Performance


Proficient: 85 points

I feel my responses were thoughtful with connections to my thoughts and experiences.  I do not consider myself good at elaboration, interpretation and analysis so some of my comments may be considered somewhat brief and superficial.

Readings and Resources

Proficient-Basic: 25 points

This is probably the area I struggled with most.  I feel like I used knowledge and information from the course readings to form a basis for my comments and I referred to this indirectly but very seldom recall quoting and citing texts directly within my responses.


Outstanding: 25 points

My responses were made in as timely a manner as possible.  I tried to respond early to my classmates and attempted to select those with few previous comments.  This was not always possible as one had to wait for initial postings.

Response to Other Students

Proficient: 25 points

I believe that I made the required postings for all the assignments with the exception of one.  I was out of town for a week and looked over the requirement and failed to make comments. The responses I did make were of sufficient detail to address and respond to the post.

 Total: 160 points

Breaking Down the Walls: Social Media and the Classroom

In this VoiceThread I describe my rational for breaking down the walls that block access to so many great resources in many educational institutions.  There is a transcript of the text below.

(It seems that you cannot embed VoiceThread content into WordPress.  I attempted to find some workarounds, but was not successful with these either.  So… here is the link to my VoiceThread.)

When thinking of a walled garden I think back to the Disney movie Aladdin. Princess Jasmine has been stuck in the palace walls all of her life and wants out.  She wants to do something on her own.  She wants to experience life outside the walls.  What happens though when she sneaks out?

She almost loses her hand for taking an apple, which she assumed was OK to do.  The people outside the palace were much different than what she was used to.  It was a different culture.  Jasmine was not prepared to communicate with them and she didn’t know how to properly interact with the people outside the palace walls.

Isn’t this what we are doing to our children or students? By avoiding the topic and blocking the sites we make them more vulnerable.  Yes, we must protect them but as I mentioned in my post Internet Safety, the best way to protect them is to educate them so they can make responsible decisions when they are on their own.

By keeping them within the walls, are we really preparing them for what they will face?

Are we truly doing what is best for the child?

My answer to that would be no.  And there are two reasons I have come to the conclusion that the walled gardens should be opened up to students: Safety and Learning


You may be wondering how opening up the walls makes things safer.  Well rather than letting kids sneak over the wall and encounter new situations on their own, I propose we teach them how to use the media.  I will continue with the Princess Jasmine analogy.

  1. Boost them up – give them a peak over the wall, demonstrate what is out there, point out the dangerous places
  2. Take their hand – lead them outside the walls, don’t go far at first, guide them through, practice together, show them what to do in a bad situation, keep practicing and venturing further
  3. Loosen the grip – you’ve given them the tools and knowledge, now they need to experiment, they will still help and guidance so stay within sight, talk about their experience
  4. Let go – it’s a big world out there, but at least you can say you’ve done what you can to equip them, they are still bound to make mistakes, but they will learn.  They weren’t going to stay in the garden forever.

Beth Holland in her article Teaching Toddlers to Tweet? Introducing Social Media to Elementary Students recalls how as elementary students we were all taught the “social media” of our time.  We learned to write letters, answer a telephone, or maybe send a thank you note.  Shouldn’t we be teaching today’s students how to use the social media of their time and how to use it safely?


OK, I can’t resist, sappy love song aside, Aladdin’s “A Whole New World” describes the “dazzling place”, the “thousand things to see”, “new horizons to pursue” and much more.  The internet is the same way.  Outside of the walled garden exists a fantastic world of learning and education.  Do we really want to limit what students can learn?  Is it appropriate that we are not teaching them how to succeed by collaborating and interacting with others around the world?  Isn’t our job to put them on the magic carpet and show them the world?

If we are to teach students how to use the Internet for what it is, a vast information network and collaboration platform, what good are we doing them by keeping them within the walls?

I grew up in a district with very little ethnic diversity and teach in a district with even less diversity among the student population.  I see great potential in programs like K-2 Building Bridges to Tomorrow and A Week in the Life… from Flat Classroom or ePals, to connect and educate our students about the world outside our small community.

Holland, B. (2013, June 18). Teaching toddlers to tweet? Introducing social media to elementary students.  Edutopia. Retrieved from


This article fits under AECT Standard 3 Utilization because it involves decision making regarding opening up web access to use social media.  Ultimately it would lead to implementing new policies for staff and student access.

Challenges in Using Technology in Schools

The precursor to this assignment, the 2012 Horizon Report K-12, excites me about the future of education.  If only we didn’t have to endure all the growing pains and oppositions to change.

I am currently a K-5 computer/technology teacher so I chose to look into the challenge of teaching digital media literacy skills. Many are under the impression that using technology in the classroom is enough to prepare students with the skills and knowledge they will need in their future.  Research shows that educators need to “teach about media and technology” rather than with it (Hobbs, 2010). I feel I am guilty of this and I know that very few if any of the elementary teachers in my district are instructing about using technology. With so much available on the internet and the ability for anyone to publish information and content, its vital to teach students to think critically about how they use digital media.

Through this assignment, I am now more aware of my responsibility to prepare my students about media and technology, not just how to use it.  I want to teach my students how to think critically and to ask questions about what they consume and to be responsible and respectful in what they create.

Buckingham, D. (2009). The future of media literacy in the digital age: some challenges for policy and practice. Euromeduc, Media Literacy in Europe: Controversies, Challenges and Perspectives, Bruxelas, Euromeduc, 13-24.

Martens, H. (2010). Evaluating media literacy education: Concepts, theories and future directions. The Journal of Media Literacy Education, 2(1).

Hobbs, R. (2010). Digital and media literacy: A plan of action. A White Paper on the Digital and Media Literacy Recommendations of the Knight Commission on the Information Needs of Communities in a Democracy. http://www. knightcomm. org/digitaland-media-literacy-a-plan-of-action.

(I’m still having trouble publishing to YouTube.  I’ve also tried to use the embed feature from xtranormal but that didn’t work either.  For now, here is a link to my animation.)