My love for education began in second grade, when I was reprimanded for spending more time teaching other

students than attending to my own work. Over the years I have worked with a wide variety of students, with every type of exceptionality. I've worked in private practice, private school, public school, alternative schools, group homes, institutions and clinical settings. I graduated from college toting my trustee manual typewriter, and felt relieved that I would not have to work with computers, which at that time involved basic programming. My first experience with educational technology was an Apple Computer which allowed me to cut and paste and save, and I became a convert. After 30 years of working in the field of education, and homeschooling my five children, two from of special needs, I felt the need to increase my skills in educational technology. While I have always been an advocate of alternative and individualized education, due to my special education training, I entered the field of educational technology underwhelmed by most of my experiences with technology tools. Specialized tools like reading pens, DragonDictate, and screen readers cause me to be intrigued by the potential for using educational technology. However, much of what I had seen were fancy gadgets that did not increase the depth of learning from of students. Most of the instructional technology I viewed looked like poorly written textbooks or workbooks, merely moved to a new form of media. My time in educational technology program at Boise state University has changed my view of the tools, opportunities and pedagogy available in educational technology. This program has given me an excellent mix of educational theory and practical application. I especially liked immersing myself in projectbased learning, experiencing for myself how effective it can be, even in the development of basic skills. At Boise State, I have been able to bring my love of curriculum design to a whole new level using technology tools I never thought I would be able to master. I learned create websites, entire online lessons, online coursework, instructional videos, android applications, animations and digital stories. Most of all, I have learned how to use solid pedagogy, information from the most recent research, and constructivist theory to use these tools effectively. I have found that technology, used wisely, can indeed enhance, deepen and broaden student learning. I'm currently working as a program coordinator for a new start-up alternative education program aimed at serving the needs of homeschooled students in Washington State. I was selected for this position because my background in homeschooling, alternative education, and program development. However, my experience with educational technology and website construction make me specifically appealing to the hiring committee. I owe this to Boise state educational technology program. In this the program I will be managing the school website, building projectbased classes, and overseeing the complete educational programs for students in grades K-12. I hope to use what I have learned in the educational technology program to infuse technology into many of our course offerings. Further, I expect to continue a process started last year of developing and teaching hybrid high school credit classes for student body. Although I am at the end of my Masters degree, I realized that my learning in educational technology is only beginning.

STANDARD 1: DESIGN Candidates will 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 Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction (AECT, 2000). To demonstrate my mastery of instructional systems design, I chose three design projects. The first is a web quest designed in my educational technology 502 class: Fetal Development WebQuest . Developing this web quest involved significant planning including consideration of the learner context, learner description, prerequisites, instructional goals and educational standards. Consideration for student choice in a variety of project options as well as student collaboration had to be included. One of the most challenging parts of this project was finding materials which were copyright free and appropriate for public school students. Another project I selected was my culminating project for educational technology 503: Instructional Design Project: Website . This website was designed for an alternative education program that was just in the startup mode. This was my first attempt at building a website which would grow organically as the needs of the organization shifted, and would be used by a variety of learners among almost daily basis. While creating the website and the instructional videos embedded within it, I followed, in large measure, the needs of the program. When revisiting my instructional design project I realized that many of my objectives were not easily achieved based on the design of the website. Pages needed to be moved, guidance needed to be added, visual input needed to be simplified, topics that seemed obvious needed to be clarified. The list of objectives was helpful and the time spent in instructional design before creating the product's proved fruitful. My third project selected for this standard was my Synthesis Paper from educational technology 504. This paper give me an opportunity to delve into one of my passions, meeting the needs of children with learning challenges. It is not possible to engage in effective instructional design without understanding the best practices in most relevant research regarding the population for whom the instruction is targeted. The purpose of this paper was to explore the behaviorist learning theory as it applied to the use of technology for students with learning disabilities. While a significant emphasis in current educational technology theory is the focus on higher-level thinking skills and constructivist learning, this approach does not provide the scaffolding and direct systematic instruction identified as a best practice for students with learning disabilities. Keegwe, Onchwari and Wachira (2008) suggest through their review of the literature that the use of computer technology will not improve learning unless teachers can evaluate and integrate the technology into their curriculum. Effective curriculum for students with learning disabilities depends on the careful sequencing and direct instruction of learning content. A behaviorist approach, complete with task analysis, direct instruction, and clear and frequent feedback provides more success for students

with learning disabilities. The overview of the research regarding the effectiveness of educational technology for students with learning disabilities identifies effective technologies and approaches which utilized a behaviorist approach. Instructional design can be likened to an expedition. An expedition is a lot of work. It requires a great deal of planning and the collection of a variety of supplies and materials. Some of these the expedition leader later finds unnecessary. However, an expedition is a process and a journey. Along the way, members of the expedition find the are lacking particular skills or supplies. They are sometimes required to backtrack and reconfigure their journey. A journey of difficulty, switchbacks, effort and intricate planning results in the achievement of the primary goal and the delight that comes with the job well done. SSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message (AECT, 2000). Instructional design must consider both the learner context and multimedia learning principles. Instructional projects must engage the learner while not overwhelming the visual or auditory channels. In my EDTECH 513 class I created a Podcast for teachers interested in using Web 2.0 tools. Maintain engagement, we used a two-person protocol, with one speaker interviewing the other, and a conversational tone. I also included humor and musical transitions. Controlling audio quality was difficult for this project but I learned a lot in the process. For my web quest project in EDTECH 503, I created a web quest on fetal development, appropriate for use in public school classrooms. The most significant challenge in this project was to identify materials that were nonsectarian and copyright free. Identifying appropriate materials probably consume 70% of my working time on this project. I integrated principles of coherence and contiguity to create a website that was visually appealing, easy to navigate and engaging. The planning process required for this web quest required outlining my goals for students, writing learning objectives, tying objectives to learning standards, and identifying media to meet these goals and standards. 1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson (AECT, 2000). I created a jigsaw activity about Colonial America in at EDTECH 502 which introduced me to a new approach to sequencing educational activities, while making use of technology resources. In the jigsaw activity, students leave their working group to join an expert group, to learn about a particular topic. After utilizing online resources to master the topic, they return to their working group, where the newly trained experts now share their learning. Users of this jigsaw activity create questions and answers for those they will be instructing. In EDTECH 503, I created an ARCs table and an instructor guide which helped me to select and sequence the events for my instructional design project: a website. This process allowed me to reflect on and design activities to create and maintain the attention of the users, ensure that the tasks are relevant, build confidence in the learners, and provide a successful inequitable experience for all users. Finally, in EDTECH 504, I wrote a learning theories paper that addressed the question of effective use of technology among students with learning

disabilities. This overview of what research was available, enabled me to consider more carefully how I would design instructional products for this population.

1.4 Learner Characteristics Learner characteristics are those facets of the learner's experiential background that impact the effectiveness of a learning process (AECT, 2000). In EDTECH 503 I focused on the learner characteristics and context analysis of the parents who would be using my instructional design product: a program website. This caused me to integrate support pieces I that I would not have ordinarily included. The context analysis addressed the access to technology as well as the technology skills my learners, and included when and how they might use the website. I also conducted a goals and needs assessment for this project which required me to think into the future of the project, as the website would be growing organically along with this new program. The project required me to consider both the veteran participant in the program as well as a prospective family. The users of the website were broadly heterogeneous in both their access and skills. STANDARD 2: DEVELOPMENT 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 ( Change the links of the AECT page) Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes (AECT, 2000). For EDTECH 512 I had the opportunity to create an expository writing template, for use in my online course. Careful use of font, spacing, and color resulted in a template that was easy to use and instructional. Maintaining contiguity and coherence within the document, and retaining good margins of whitespace made it an effective document. The targeted population for this document is students in seventh grade, although students from as young as fourth grade and up through college have found it to be a beneficial template. It allows them to outline, organize revise and finalize an expository paper all in one place. The template also provides prompts, scaffolding and support throughout. I also created an annotated bibliography in my EDTECH 504 class. This bibliography provided an easy to read overview of selected research on the topic of the use of technology for students with learning disabilities. An annotated bibliography is a good use of print technology, for professionals. The same information might be better displayed for laypersons using an infographic approach. 2.2 Audiovisual Technologies

Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages (AECT, 2000). In EDTECH 513 I created both a podcast and an instructional video lesson to enhance and demonstrate my abilities in using audiovisual technologies. The podcast required significant preparation and outlining, and a variety of technical tools for completion. However, the most difficult component in creating a podcast is maintaining the kind of friendly and jovial banter and upbeat informal approach that keeps listeners engaged. The outcome, a lively free-spirited production, is very different than the experience of creating a podcast, which is focused, specific, technical and precise. In the same way the instructional video lesson appears to flow smoothly and calmly, which is appropriate for its intended audience. The actual screen casting of this lesson, involve multiple takes, edits and revisions. For me, creating audiovisual materials requires a minimum of one hour of work for each minute of presentation. 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessorbased resources (AECT, 2000). In EDTECH 513 I created a digital story on the topic of educational reform as experienced within Washington state's parent partnership programs. This production required application of skills in photo editing, text management, timing, and audio mixing. It also required attention to multimedia principles, so as not to overwhelm the viewer. I also created a civil rights virtual field trip in EDTECH 502. Computer-based technologies including the use of Adobe Dreamweaver, Adobe Fireworks, HTML code, continuous style sheets, hotlinks, embedded video, audio players, and an interactive Google map were all utilized to create this comprehensive lesson. 2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer (AECT, 2000). My EDTECH 502 civil rights virtual field trip included several forms of media as mentioned above. Slideshows and videos were embedded; audio files relevance the time were uploaded and links to historical sites and related Netflix videos were included. In my EDTECH 502 course I also created a copyright scavenger hunt which had the students download files, access text resources, review info graphics, and participate in an interactive activity. In my EDTECH 503 course, the website I developed included instructional videos, drop-down menus, response forms and hotlinks. In each of these projects, the use of a variety of media allows the goal of the project to be achieved more completely. Each of these projects use multimedia to engage and support the learners in a way that is far more effective than simple print media. STANDARD 3: UTILIZATION 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

Media utilization is the systematic use of resources for learning (AECT, 2000). In EDTECH 597 I created an Android app called AlphabetPic. This project utilized media in the form of an app with a variety of images to make available a lesson that has been highly successful with many struggling beginning readers. The paper and pencil approach involves the instructor writing an alphabet letter and asking the student to guess what sound the letter makes. As the student watches the instructor gradually adds more and more pieces of an illustration to the alphabet letter. Eventually, the letter itself represents a picture that starts with the correct beginning sound. This is a form of errorless learning. With repeated exposure, the learner is able to identify the correct letter sound earlier and earlier in the drawing process, until they can identify the correct letter sound when presented only with the alphabet letter. The application programming allowed me to transfer this lesson into an easily accessible application for broader distribution. Although this application only covers three letter sounds, it will eventually be expanded to address all the letters in the alphabet. I also addressed and studied media utilization in my EDTECH 501 digital natives paper. Before one can begin to identify and utilize appropriate media for target population, it's important to understand the needs of that population and access to technology. Finally in my EDTECH 502 class, I created a fetal development web quest. This web quest utilized text, slideshows, digital stories, videos and a collaborative project to be created digitally. Because of the multiple ways that learners could access information on the topic at hand, the utilization of a variety of media provided for authentic differentiation and scaffolding. 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption (AECT, 2000). In EDTECH 501 I created a technology use plan, presented on a voice thread application. At the time, I was working in an alternative school with access to technology but an incomplete technology plan. While some students learn to write code, program games and manipulate digital files, other students were unable to even open and save a Word document. These differences were not due to innate ability, but rather lack of access, and lack of program wide focus on technology skills. To gain adoption of the technology plan, it is primarily important to address the needs of all stakeholders, and consider the resources of the agency. In that same class, I also wrote a technology use synthesis paper: Flexibility and Choice: Technology in Homeschool/Public School Partnership Programs. Date is scanty on the integration of technology by homeschoolers. Even in the last few years since writing this paper, I have witnessed a change in the use of technology by homeschoolers. When writing the paper, most homeschoolers used technology for research, word processing and finding homeschool curriculum. That research matched with my own experience. Now, in our homeschool program, most parents access technology for digital learning activities, media presentations, online curriculum and word processing. There is still only limited use of technology for synthesis and digital product creation. Parents are more open to input and encouragement to use technology than they were even three years ago, in part, due to a focused technology plan. Understanding the current use of technology allows educators to provide the support and training necessary to help move users to the nest level. 3.3 Implementation and Institutionalization

Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization (AECT, 2000). Part of what I really enjoyed in the educational technology program at Boise tate, was the ability to apply what we were learning to our real-life jobs in situations. In EdTech 513 I created an online lesson in Chunking Division .This lesson was designed for a specific student with a specific challenge. Although I had found lessons addressing this topic online in various formats, none were designed in quite the way that this child needed to learn. Screen casting is one of my go to technologies in my current job. It enables both the student and the parent to learn a new topic each of their own pace. The parent understands the child is learning, and is thereby able to help. The student has the o's pportunity to watch, re-watch, pause and rewind as needed. This self-paced approach provides the learner with a necessary level of control. I have seen great gains with this approach. I developed a complete course in expository writing in EDTECH 512: Just a Bit: Writing in Small Chunks. I had the opportunity to pilot this course with several different student groups, and use portions of the course, prescriptively, with over 30 students. Feedback allowed me to identify portions that could be simplified and other portions that needed to be expanded. The real-life implementation is an essential part of program design because of the continuing cycle of evaluation and revision based on data collection. 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology (AECT, 2000). In EDTECH 502 I created several lessons which allow me to instruct both myself and my students in the policies and regulations appropriate for learning and working in a digital world. The first was a page of Accessibility Links, which enable those who create digital content to improve the ability of those with specific disabilities the opportunity to access their materials. My second project, was a set of rules on Netiquette for middle school students. When I first developed this page, it felt overdone. Certainly, I thought to myself these rules seem obvious. When using them with my students, however, I found that reviewing these rules as Copyright Scavenger Hunt. This lesson has been used in our school over and over. As students become more fluent in using online resources, creating their own digital projects, and communicating online rules of netiquette, legal use of media, and awareness of the need for accessibility become more and more important. STANDARD 4: MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects (AECT, 2000). In EDTECH 512, I developed a Flow Chart for Online Writing Course which I used to help guide the development of my writing course, but project management involves more than planning. Beyond the planning stage, I used the flowchart to

monitor the fidelity of the developed course to its initial plan. I referred back to frequently, and revised components of the course and the plan as part of managing the project. I also wrote both a Program Evaluation Report and a Far West Laboratory RFP Evaluation in the Ed tech 505. Objectives, program components, evaluation processes, and analysis of the evaluation results were key to an in-depth understanding of whether a particular project had met its specific goals. The instructor requested that I allow my program evaluation report to be used as a sample artifact in teaching the class in the future 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services (AECT, 2000). In an attack 501 I focused on resource management through writing a Digital Natives Paper which helped me to reflect upon the skills, abilities and preconceptions we have about our current generation of students in comparison with our current generation of teachers. In my EdTech 501: Technology Use Plan Timeline I had the opportunity to think deeply about the best way to plan for and manage resources to develop a technology plan for an alternative school program. The timeline reflected real expectations within that setting and was significantly longer than I would typically expect a project to require. Training and resource management taught me to involve all the stakeholders in a way that builds a sense of collaboration and collegiality and therefore better overall application. I also completed, in EdTech 501, a Technology Needs Assessment. This needs assessment involved evaluating both the physical resources available, as well as the professional expertise available in the alternative education community when thought of as a resource. The needs assessment also evaluated the goals of the target population, and essential component in planning and monitoring resources. 4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling 'the method by which distribution of instructional materials is organized' . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner (AECT, 2000). When I created a Concept Map in EdTech 502, I was just beginning to learn how to manage both the layout of a webpage to enhance comprehension by the user, and how to decide which materials were most important to include in website to provide the user with the needed information. By relatively simple concept map represents significant growth for me is an educational technologist at that point in the program. Not long afterwards in the same EdTech 502 course, I developed a Fetal Development Webquest which required the integration of many more materials and instructional approaches. It required a highly organized distribution of material so that students could learn in a collaborative method, on the relevant topic, and synthesize their learning by creating a digital project. An even further step in terms of my delivery system management skills is demonstrated by my ability to create an Alphabet Pic Android App . In this app, I found a way to deliver learning on a particular mobile device, and provide both the educational design and the programming skills necessary to make it effective.

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4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning (AECT, 2000). In my EDTECH 512 class, this is I created a website to provide web-based instruction for parents of a partnership program in which I was working. As part of the development of this website, I created a WBI Implementation Plan. This plan addressed estimated allocations for budget and personnel, consideration of course timelines and implementation technical requirements both at the school and that the students homes, as well as plans for the distribution of instruction, materials, and communication between parties. The implementation plan also addressed aspects of management including keeping links active, establishing deadlines, formative and summative assessments, and how to handle system failures. It addressed expectations for parents, students and teachers and provided an overall view of how the course would work at the nuts and bolts level. When following these plans during the implementation phase, I gave little thought to them as they had become ingrained in me. But while watching a colleague teach her first hybrid class without going through this planning method, I saw the results and pitfalls of not having an implementation plan in place. In creating my Persuasive Writing Unit for my EDTECH 521 class, I created teacher materials including resources, objectives and standards, a course description, a description of learner needs, alignment to state standards, and a welcome announcement. Assessment and expectations were laid out and assigned readings and additional resources were made available for teachers in the teacher resource section of the website. Students were provided with auditory files if they would prefer to listen to the instruction rather than read it, written instruction, a before-and-after self check list, and the template to use in their writing. This information supported the video presentations that followed. Each of the five lessons provided video mini lessons as well as links to supporting materials and assignments. The course was designed to make resources easy to access, easy to differentiate, and manageable for a wide variety of learners. STANDARD 5: EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies (AECT, 2000). I created a Technology Needs Assessment in my EDTECH 501 course for the partnership program where I was then employed. The needs analysis was designed to evaluate our unique program goals regarding technology. Because many of our students did most of their academic work at home, considering a technology plan for our school involved considering their access to technology at home as well. We serve heterogeneous group of parents, some of them without a high school education, and others with PhD's who are very technologically savvy. The needs analysis needed to be in depth and structure to access all of our stakeholders. In my Program Evaluation Report created for my EDTECH 505 class, I evaluated the effectiveness of the online tool, Edmodo. We were

determining within our program whether Edmodo could meet our needs for a learning management system for our hybrid classes. This evaluation involved including all of the stakeholders, as well as surveying teachers who had experience using Edmodo, to determine if it would be a good fit for our population. Writing clear measurable objectives was the first step in this evaluation, and these objectives drove the evaluation. The report was considered of high enough quality, by the instructor, to be used as an example for future students in this class. 5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of prespecified content (AECT, 2000). In my EDTECH 512 class, I created a Task Objective Assessment Item Blueprint (TOAB). This blueprint guided my development of a website to instruct parents. The task objective assessment item blueprint included learning tasks tied to objectives, the desired outcome level, and an assessment item to determine whether that objective has been met. I found it difficult to create this blueprint for something is changeable as a website. I find it easier to write formative and summative evaluations for clear content and skills of an academic nature, so this was a challenge for me. However, I believe that when a project is large, complex, and somewhat amorphous, careful attention to objectives and outcomes and the method by which you will determine them becomes ever more important. In my Ed tech 597 class, I developed an Alphabet Pic Android App which utilized criterion-referenced assessment throughout the app. The app asks children to select which alphabet letter goes with the particular sound and response based on their selection. If I were more adept at programming, it would be nice to include a method by which the applicant identify how many since the student needed before they learned the correct response fluently, but that is beyond my programming ability. 5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization (AECT, 2000). In my EDTECH 521 class, I developed a Before and After Self-check, which allowed students to self evaluate how well they had mastered the objectives. Because writing is process oriented and students generally require multiple repetitions and opportunities to practice their writing before they can achieve certain objectives, it was important to me that the rubric reflect their emerging skills. When used at the beginning of a writing lesson or at the end of each lesson in a series of lessons, this rubric served as a formative evaluation. Students using this lesson also participated in intermittent peer mediated and teacher mediated feedback for formative assessment. When used at the end of a lesson, or a series of lessons in writing, this rubric serves as a summative evaluation. This year, my students filled out their own evaluation on themselves, and I filled out a parallel evaluation, which gave us an opportunity to discuss how well they had met their objectives. In my Ed tech 505 class, the Program Evaluation Report that I submitted included a summative evaluation of my findings while conducting an evaluation of the learning management system, Edmodo. This summative evaluation was tied directly to the objectives selected for the evaluation process. Finally, in my EDTECH 502 class, I created a Fetal Development Web Quest with a WebQuest Rubric which both students and teachers used to

evaluate their achievement of objectives and goals within the WebQuest. I specifically liked that the summative evaluation in this rubric was project-based rather than test based. 5.4 Long-Range Planning
EdTech 521: Online Teaching Communication Plan EdTech 523 Principles of Good Online Instruction

Long-range planning that focuses on the organization as a whole is strategic planning. Longrange is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future (AECT, 2000). A big part of long-term planning involves the lien maintaining the relationships of those that you will be instructing in an online course. In my EDTECH 521 class, I created an Online Teaching Communication Plan . I had the opportunity to implement this communication plan and found it highly effective. I found that parents were confused by the initial icebreaker activity, but realized that the community building and exploration of technology inherent in the icebreaker activity was a nice smooth ramp-up to our more rigorous work in literature and composition. They ended up appreciating that the first assignment was not rigorous, although they had doubts about that in the beginning. One of the pieces of scaffolding I used in my communication plan was to provide sentence formats to help students by their discussions into higher-level thinking areas. The sentence formats encourage students to consider possible answers rather than the "one right" answer. Since I was originally admitted to the M.S. program, which required a thesis for graduation, I enrolled in EDTECH 561. My thesis proposal focused on a plan to carry out research on the use of interactive video modeling for teaching social skills in Asperger's (AS) and high functioning autism (HFA). Children with AS/HFA have trouble developing appropriate social skills, and this is a population that has a great need for training since their other skills are at a functional level and they tend to be mainstreamed into regular classrooms with typically developing peers. However, research on effective treatment for this population is so far limited, so it can be difficult for therapists to come up with an appropriate long term treatment strategy. More research in this area, as planned in my thesis proposal, would help case managers decide what should be done to help a child with AS/HFA to flourish. I hope to have the opportunity to carry out this or similar research in the future. Conclusion Throughout my journey, I reflected on my understanding of educational technology and how that understanding changed during my time in the EDTECH program. I am now able to back up my beliefs with a solid grounding in applicable theory that comes from surveying the literature. In creating each of the artifacts in my portfolio I started with a foundation of research and built innovative, real-world projects. I now feel I have the knowledge and skills to continue to meet the challenge of designing and evaluating dynamic learning tools in the constantly evolving world of technology. References

Alessi, S.M., & Trollip, S.R. (2001). Multimedia for learning: Methods and development. Boston, MA: Allyn and Bacon. Gustafson, K.L., & Branch, R.M. (2002). Survey of instructional development models (4th ed.). Syracuse, NY: Information Resources Publications, Syracuse University. Krug, S. (2006). Don't make me think: A common sense approach to web usability (2nd ed.). Berkeley, CA: New Riders Publishing. Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco, CA: Josse Bass Higher and Adult Education. Palloff, R. & Pratt, K. (2005). Collaborating Online. San Francisco, CA: Josse Bass Higher and Adult Education. Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Trenholm, S. (2001). Thinking through communication (3rd ed.). Boston, MA: Allyn and Bacon.

References: (Ginny)
Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer Technology Integration and Grace Onchwari Student Learning: Barriers and Promise. Journal of Science Education and Technology, (JOST) 17(6), 560-565.

Copyright (c) 2013 Ginny Cronin all rights reserved