INTRODUCTION:

Michele Hogan
High School Spanish Teacher Glens Falls, New York
July 12, 2014
I am truly excited about the learning journey I have nearly completed in the MET program at Boise
State. My transition from a Spanish teacher to a future leader of professional development in the area
of technology has been extraordinary, from the classes to the teachers to the quality academics. I will
demonstrate my learning and growth in the following pages with a rationale for each of the artifacts I
have chosen to represent the five AECT standards Design, Development, Utilization, Management
and Evaluation. Each artifact is linked to the given standard as an example of my work in this
program.
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.
According to Smith and Ragan (2005), Instructional design is a systematic process of
planning for instruction. This process answers the questions, where are we going, how will we
get there and how will we know when we have arrived? The artifact I selected to represent
this standard is the Instructional Design Project that I created for my Edtech 503 class. By
creating and implementing a needs analysis, I designed, developed and evaluated a class to
be taught to College juniors and seniors, as well as professionals in the workplace, regarding
LinkedIn. My goal was to have the members of the class create a 100% completed profile. By
creating this course I learned a lot regarding LinkedIn. Prior to developing it, I understood
what the purpose of LinkedIn was, but was not fully utilizing it myself. I actually followed the
procedures I developed for the participants of the course and ended up with a very solid
profile, which, ultimately, played a crucial role in a new career path that I am currently
exploring.
1.2 Message Design
Message design involves planning for the manipulation of the physical form of the message.
Many of the design principles seen today stem from the theory of Gestalt; the fundamental principle of
this theory is the Law of Pragnanz - People will perceive and interpret ambiguous or complex images
as the simplest form(s) possible (Bradley, 2014). Humans take complicated scenes and break them
into recognizable, understandable parts by way of our nature. As a designer, it is crucial to
understand this simple, yet valuable, concept when creating instructional courses, tools and
strategies for learners. I created a Digital storybook lesson plan for my Edtech 541 class that would
help represent this standard. The concept being taught was present tense grammar with farm
vocabulary that I presented to them in the form of a story. The story helped my students to see the
concepts in a simpler way. It can be daunting to hand out a vocabulary list and grammar rules, so this
form allowed them to physically manipulate the message of the lesson and I found, through a
summative assessment, that they retained the material better than if I had presented it in a traditional
teacher- centered lesson.
1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a
lesson.
Its important to understand that the way a teacher uses technology is more important than the
technology itself. The curriculum drives the selection of instructional strategies and these strategies
are dependent on many things - objectives, content and learner characteristics, among other things.
Instructional strategies are based in theories such as, cognitivism, behaviorism and constructivism.
American constructivist philosopher, John Dewey, argues that learners do not learn in isolation, but
rather from being part of a learning community, in addition to the world (Gordon, 2009). I chose the
Buen Viaje! Web Quest from my Edtech 541 class to represent this standard because it is inquiry-
based and student-centered. Students take the content and objectives and work with them via roles
within a group. This authentic problem-based lesson emphasizes higher-order thinking and
collaboration, which are components of constructivism. I didnt have the chance to use this lesson in
my classroom, but I shared it with two other teachers who are very excited to try it out for next year.
One of the teachers uses inquiry-based learning frequently and has stated that this lesson will lend
itself well to critical thinking and problem solving, which are part of the 21st century learning skills.
1.4 Learner Characteristics
Learner characteristics are those facets of the learner's experiential background that impact the
effectiveness of a learning process.
Important factors to consider in design are learner characteristics. Used to help determine
instructional strategies, learner characteristics aid in the effectiveness of learning. Understanding the
background and characteristics of your audiences prior knowledge is one of the most important
factors of a designer, as are considering their motivation, interests and beliefs (Smith & Ragan,
2005). I chose the Instructional Design Project (learner description) from my Edtech 503 class as
one of my artifacts to represent this standard because it contains a learner analysis that I had to
conduct for the LinkedIn course I developed in this class. I selected people for this course based on
several factors, including their prior knowledge of Web 2.0 use and their familiarity of the LinkedIn
site. The course had specific objectives to accomplish within a determined time limit, so if the learners
were not selected with the prerequisites, then the goal would be difficult to meet.
Another artifact I chose to represent this standard is the Mac Accessibility Features research I
completed for my Edtech 521 class. Many of my students are not just using PCs anymore. A growing
number use Macs, and our school recently added a Mac lab for student use. As I create more and
more multimedia projects and teaching tools, it is vital that I incorporate assistive technologies in
order to reach all of my students regardless of their backgrounds, learner profiles, or hardware
choices. This research allowed me to discover the multitude of accessibility features found on a Mac
that are available for learners with special needs. Knowing how to help my students with sight
difficulty, auditory deficiency, or motor skill issues is a great benefit to facilitating effective lessons.
According to Assistive Technology Developer, Steve Timmer, A number of nationwide studies
indicate 15-20 percent of the general population is in need of some type of "cognitive task
assistance." This large number makes it supremely important to understand our learners as to be
able to assist in the most effective way possible to ensure a positive learning experience.

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
Print technologies are ways to produce or deliver materials, such as books and static visual materials,
primarily through mechanical or photographic printing processes.
The Development standard takes the elements and knowledge of design and turns them into usable
forms. Print technologies are foundational, in that, they can be the basis for many other technologies,
whether it is visual or verbal. These kinds of technologies are also based in theory. The artifact that I
chose to represent print technologies demonstrates Behaviorist, B.F. Skinners belief of learning as
an involuntary physical response to outside stimuli (Roblyer & Doering, 2013). The Google image
Tutorial that I created for Edtech 541 uses visually appealing stimuli that ties learning in with
opportunity for physical response. This tool trains the user in a step-by-step fashion to insert an
image into a Google document. When the steps are followed properly, the reward is a properly
inserted photo. Practice with this tutorial will lead to the desired outcome time after time.
I also included the Annotated Bibliography that I created for my Edtech 504 class to represent this
standard because it is another form of print technology that focuses on the delivery of material. This
bibliography provides a short synopsis on each of the resources I used in my paper on the theory of
Constructivism. It allows the user to determine rather quickly whether or not the resource would be of
value to him/her. This is beneficial because it makes the selection of resources less daunting.
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.
The presentation of auditory and visual messages through use of audiovisual technologies is another
aspect of the development standard. The artifact I chose to represent this standard is an Online
Classroom Expectations presentation that includes text, images and narration. I created this artifact
in my Edtech 521 online teaching class. This was an excellent way for me to include strategies that
can address different learning styles, such as visual, aural and verbal, in this case, and also to
reaffirm my own knowledge about what it takes to succeed in an online course. Since I completed an
Online Teaching Certificate as part of my program, there is a good chance that I will need to convey
these expectations to future students. According to Rebecca Reynolds (2014), Combining Gardners
theory (of Multiple Intelligences) with the thoughtful and purposeful use of technology can have a
greater impact on student achievement (p.18). I try to keep this in mind when developing any learning
strategy or tool.
2.3 Computer-Based Technologies
Computer-based technologies are ways to produce or deliver materials using microprocessor-based
resources.
Being a degree program in educational technology, most of the projects and artifacts I developed in
the MET program are computer-based technologies. To keep this process concise, I chose two
assignments to represent this standard. I developed both an Interactive Concept Map and an
Internet Plagiarism Scavenger Hunt in my Edtech 502 class. The concept map was one of my first
attempts at using HTML and CSS. This lesson was constructed for a level 3 Spanish class regarding
the learning of the past tense, which can be very tricky. Each of the buttons on the page, upon being
selected, bring the user to a Web-based practice site based on the principles of Behaviorism - skill
and drill. I use these types of sites frequently because I like the instant feedback they provide. My
students liked this Site and were able to access it as a resource as often as needed.
The scavenger hunt lesson also had an interactive Web-based platform. It is important that all
students learn about plagiarism on the Internet and its repercussions since it has been deemed a
serious problem. It is difficult to handle for students with the amount of information readily available at
their fingertips. This interactive lesson allows the user to narrow the focus of this enormous topic by
selecting the links already provided. The answers that need to be completed come from these links. It
makes the research less daunting and appears to have an element of fun due to the scavenger hunt
aspect. I did not use this with my students this year, but I have a colleague that will use it next year.
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.
These types of technologies deliver material and content through a variety of different media forms.
The artifact I chose to represent this standard is the Galicia Virtual Tour that I created for my Edtech
502 class. This artifact uses many different forms of media in order to provide an appealing,
interactive sights and sounds tour of a beautiful part of the world. I spent three weeks in Galicia,
Spain, so this project had a special place in my heart. I wanted the participant to experience the
sound of the Gaita (bagpipe-like instrument), enjoy the videos that showcase the specific areas and
read interesting facts that would make them want to travel there. I also included a popular movie clip
that provided a sensational overview and information about the world famous Camino de Santiago. I
assigned this tour to my students as extra credit because at the time of completion it did not fit in my
curriculum. There were several who partook and many of those came to me and expressed that they
would now like to visit this area. They said that the pictures and videos helped them to visualize and
experience a place that they had never heard of, and maybe never would have without this course.
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.
As a teacher, it is important that you know your students. This can also be said for business. A
presenter must know his/her audience in order to systematically present material in a way that is
appropriate and meaningful. Using media requires a decision making process that allows the
curriculum, or message, to drive the technology and not the other way around. As a way to represent
this standard, I chose the Tech Trends Lesson Plan that I created for my Edtech 501 class. This
lesson involves the use of Google Applications. My students were required to write a collaborative
story in Spanish and in order to carry this process out in the most efficient way possible, I had them
create a Google Doc and share it with their group members. Using this form of media would allow
them to collaborate both synchronously and asynchronously, if needed. My students were amazed at
the capability of this tool. They were thrilled to see the typing, from several different people, occurring
at the same time. Once they got over the shock of what was happening, they settled in and got to
work. Nearly 50% of my students came to me after to express their appreciation for being introduced
to this powerful tool. Two years later, I still get anecdotal evidence at how Google Docs has improved
their lives both academically and personally. The utilization of collaborative tools like Google Docs
allows students to demonstrate their knowledge of what it looks like to be working and living in the
21st century.
3.2 Diffusion of Innovations
Diffusion of innovations is the process of communicating through planned strategies for the purpose
of gaining adoption.
The goal of this standard is the desire to possibly change current, or adopt new, innovations while
always keeping what is best for the learner in mind. This could be done individually by one teacher, or
it could be done through the sharing of resources from teacher to teacher. Both of the artifacts I
chose to represent this standard came from one of my core Edtech classes. In my Edtech 504 class, I
wrote a Constructivism Paper that has a focus on foreign language and teaching strategies, and in
my Edtech 501 class, I developed a School Technology Summary that focuses on the level of
technology available in my district.
There has been a shift recently in the teaching and acquiring of a foreign language to a more
constructivist approach. In the Constructivism Paper I detailed several strategies of both language
and grammar acquisition based on constructivist approaches, and then, backed them up with
research that demonstrated their success. I shared this paper and my research with my colleagues in
the foreign language department and the results were impressive. Three of the eight teachers took
one of the new strategies and switched it with one of their old strategies to teach the same content,
and then reported back to the group that they would incorporate the new strategies into their
repertoire. This report of success made it so that two more of the teachers selected a new strategy to
try. They were slower to report, but said that the new strategy didnt hurt instruction and they would
consider using it again.
The School Technology Summary that I completed also represents this standard because it deals
with potential change or adoption of new innovations school-wide. It is our job as teachers and
administrators to make sure our students are ready for work in the 21st century. This is done through
planning and careful consideration of technology and strategies that will work for our population. The
hope is that there are many stakeholders involved in this process and that the results or initiatives are
clearly communicated. A survey like the one I created for this artifact would be a beneficial
undertaking for any school.
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.
The Google Apps for Beginners Site that I created in my Edtech 523 Advanced Online Teaching
course is an excellent example of this standard. This is an authentic, non-simulated tutorial site that
has been available to many of my colleagues in the district where I work. I have two friends outside of
the district, who are also teachers, using it as well. Google Apps for Education offers an extremely
powerful digital platform to school districts to help them teach 21st century skills such as,
collaboration, problem solving and media literacy. As a teacher who uses Google in my classroom
almost daily, it has made my life so much easier. I wanted to share this love to others who do not
necessarily see the benefit yet. I have a colleague who has, little by little, come from anti-Google to
Google Guroo. She has used the site I created several times to help her hone her skills and learn
new ones.
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.
Not all technology and content is safe and/or appropriate for use in education. It is important that
institutions that allow for the capability of Internet tools and strategies govern the way they are being
used within the confines of an educational setting. This means teaching digital citizenship, Net
etiquette and Internet safety. It also means creating an acceptable use plan that specifies the schools
vision of technology and the boundaries it has created for its use in classrooms. The artifact that I
chose to represent this standard is a Netiquette Web page that I created for Edtech 502. This page
explains the meaning of netiquette, which is the way you conduct yourself while on the Internet. I
showed this Web page to the technology committee that I am on in my school district and they all
agreed that this is an important concept to teach our students starting as young as kindergarten. We
created a handout similar to the Web page and are planning on distributing it at the beginning of next
year, starting with the younger grades first. We are working on a technology plan for the district that I
could also use as an artifact to represent this standard, but we have not quite finished it yet.
The other artifact that I included to represent this standard is a Voicethread vlog that I wrote about
what is known as the Walled Garden Vlog. This vlog, created in my Edtech 541 class, discusses the
policies and regulations of filtering content to students. The amount of information that can be found,
on any topic, on the Internet is staggering and incredibly powerful. To put complete control in the
hands of the students would be irresponsible. Internet safety is a concern that continues to grow each
year and administrators struggle to manage it. It is a double-edged sword to be able to have access
to something so powerful that, at the same time, could be so potentially dangerous. My blog mentions
that it is very important to have filters and screen content, but it is equally important to teach students
to be digitally responsible at every age level. These concerns are brought up frequently at our
technology meetings. It has been discussed that we create a digitally responsible citizen mini class
next year.
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.
The word manager, according to Google dictionary, is a person who is responsible for controlling or
administering all or part of a company or similar organization. This definition is somewhat narrow as
the word, controlling, does not exactly explain what a manager does. The verbs that come to mind in
regards to manager, or management, are planning, organizing, delegating, executing, and
supervising, to name a few. When a project is managed, a good manager does all these things. The
artifact that I chose to represent this standard was the Far West Labs Response for Proposal that I
completed for Edtech 505. In this assignment, I had to act as a manager for a company that was
entering a bid in the hopes of securing an evaluation job. In my proposal, I included information on my
evaluation process, my task schedule, my qualifications and budget. These are the types of things
that are expected of people in charge of project management.
4.2 Resource Management
Resource management involves planning, monitoring, and controlling resource support systems and
services.
The artifact I chose to represent this standard is the Assistive Technology assignment I completed
for my Edtech 541 class. This standard deals with several factors regarding resources used to deliver
content to students. It is crucial that teachers manage resources to the best of their ability always
keeping the learner in mind while doing so. This could be especially true for special education
teachers as well. According to Roblyer and Doering (2013), assistive technologies are items,
equipment or systems that are used to help improve or maintain capabilities of students with
disabilities (p. 403). The assignment I created organizes the technology according to disability.
Whether cognitive, sensory or physical, there are multitudes of options available for help. I even
included a section on gifted and talented, which is not seen as a disability, but it falls in line with the
concept of planning and controlling your resources based upon the audience you work with.
Another artifact that I feel represents this standard well is the School Technology Summary that I
completed for my Edtech 501 class. This artifact includes information from several sources regarding
demographics, curricular and budget information from my school district. The information could be
used to monitor and control the current assessment of these areas in order to help plan for support
and services in the future. It is a picture of where we are currently, which we can use to help us move
forward, to where we desire to be.
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.
I created a Google Apps for Beginners Site for my Edtech 523 class that represents this standard
well. This Web site is a tutorial-based information center for people looking to learn the many aspects
of Google Apps. The Site includes both technical and basic information. It is a delivery system where
distributed information is organized with guidelines and support for users. I have shared this site with
many people who have remarked on how it has helped. It is a work in progress being that Google
products change all the time, usually becoming better and better, but staying on top of these things
takes time. I hope to be able to commit more time to this valuable resource in the next month.
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.
The Annotated Bibliography that I created in Edtech 504 required students to analyze and collect
resources for future use. I had to select the resources that I wanted to use for a synthesis paper that I
would eventually create discussing constructivism in the foreign language classroom. The collected
information was stored until it was transferred to the assignment. The annotated bibliography is an
effective information management tool to help in the planning and transfer of resources for learning.
The other artifact I chose to represent this standard is my YouTube Channel. I created this site as a
resource for myself as a means to conveniently store information that I find, create, or subscribe to. I
can then use the information in any way I see fit - resources for learning, resources for teaching, or
personal resources. The information is easily transferred to the classroom and I can also provide links
for my students to access some of the resources I have collected as well.
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.
One of the artifacts that I chose to represent this standard is the Teacher Page Survey that I created
as part of the evaluation I conducted for my Edtech 505 final project. I evaluated the effectiveness of
Google Sites as teacher Web pages for my district and this survey allowed me to gather information
from the teachers regarding their thoughts on the tool. I was able to analyze their responses to
ultimately convey to the administration that there should be more professional development centered
on the use and ability of the Google Site as a teacher Web page.
I also included the Maturity Benchmark Survey that I completed for my Edtech 501 class. This
survey was conducted to reveal the level of technology maturity that my school district was currently
at. Using factors such as, administration, support, curricular, connectivity and innovation, I had to
analyze the level of maturity using a spectrum of emergent (infancy stage or less) to intelligent (part
of best practices). The survey helped me to see where were deficient as a district and where we were
thriving. I presented the information to my technology committee and we all agreed that the
information was useful and that we would use it to develop long-range goals to include in the
technology plan that we were in the process of creating.
5.2 Criterion-Referenced Measurement
Criterion-referenced measurement involves techniques for determining learner mastery of pre-
specified content.
For this standard I chose the Webquest Rubric that I created in my Edtech 502 class. According to
Heidi Andrade (n.d.), a rubric is a scoring tool that lists the criteria for a piece of work, or what
counts. It also includes a scale of different levels of mastery, typically, from poor to excellent. My
rubric uses percentages as its scale instead of words. The percentages equal the grade the students
received in regards to the required criteria. The more they submit, the higher the grade. The criterion,
in this case, was pre-determined by me, but there are instances where students make their own
criteria. The concept of rubrics is extremely helpful for students for a couple of different reasons. One
is that it spells out exactly what you have to accomplish and, two, it shows the difference between a
great product and a weak product.
The other rubric I chose to use was for my Edtech 542 class. I created a project based learning unit
on Food in the Yucatan for my level three Spanish students. There were several facets to this unit
that would stretch approximately 3 weeks, but one of the last activities that need to be completed was
a recipe. The students needed to choose a Mayan dish to create for the class based on the readings,
videos, discussions, and research that we conducted over the course of the unit. The PBL
Culminating Activity Rubric that I used to grade them spelled out the entire criterion in a neat, user-
friendly way. I used the scale of excellent to weak so that they could see exactly what was expected
of an excellent project, as well as a less excellent project. These well-defined standards leave little
room for confusion, which is essential for students as well as teachers.
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.
The artifact I chose to represent this standard was created for my Edtech 505 class. I had to conduct
a Google Sites Evaluation Report for my school district on the implementation of Google Sites as
teacher Web Pages. During this evaluation, I used mostly summative strategies, evaluations that
focus on what occurred at the end of the program cycle (Boulmetis & Dutwin, 2011, p. 16), due to
the fact that the program had already been up and running for nearly a year. The goal of the
evaluation was to see how it had performed and if it was effective. I used both quantitative and
qualitative processes during this evaluation. Qualitative techniques require close-up, detailed
observation (Boulmetis & Dutwin, 2011, p. 100), so by using surveys and interviews, I was able to
get a first hand perspective of the participants of the program. I used a Likert scale, a data source that
measures attitudes and interests (Boulmetis & Dutwin, 2011), as my means for information collection.
The end result showed that the program implementation was only fairly successful, but by conducting
this evaluation, the administrators of the program were able to provide more training and increase
communication.
5.4 Long-Range Planning
Long-range planning that focuses on the organization as a whole is strategic planning. Long-range 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.
This standard focuses on planning and organization that is based on strategy. The plan typically
centers on a time frame of three to five years. I chose my School Technology Summary that I
created for Edtech 501. This is a research plan based on the current level of technology in my school
district. This type of research allows for strategic planning for the future. It shows the stakeholders
where we are and then, through discussion and collaboration, they can decide on where we want to
be. I used this plan in the technology committee where I am a member. The other members all
agreed that it was solid information from which to build upon. The goal for the coming year is to
develop a long-range technology plan for the district and my research will be used to help guide that
process.
CONCLUSION
I think it is fair to say that the big take away, for me, in regards to the MET program is the amount of
knowledge I gained. I started off as a teacher that was interested in technology and education, but
was losing interest in teaching, mainly because I was unable to reach my students in the same
capacity, as I had been able to in the past. I ended this program with a renewed belief in my abilities
and the knowledge that whichever direction I decide to take, I have grown, not only academically and
professionally, but personally as well. I have armed myself with the best strategies and tools needed
to find success in the world we are living in. I have the ability to pass this knowledge on, now, to other
teachers who may be struggling, or that want to grow themselves, but dont have the time or money
to invest. Bill Gates believes that teachers will change the education system. He says, Teachers
deserve professional development opportunities that they help shape, give them the support they
need when they need it, and enable them to collaborate and share best practices. I believe in that
statement and am excited to be able to help, as an educational technologist, create the new view of
professional development in my area.
REFERENCES
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principles-of-gestalt/
Boulmetis & Dutwin. (2011). The ABCs of evaluation. San Francisco, CA: Jossey-Bass
Doering, A., Roblyer, M. (2013). Integrating technology into teaching. Sixth Edition. Boston:
Pearson
Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons of
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Gustafson, K.L., & Branch, R.M. (2002). Survey of instructional development models (4th ed.).
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Reynolds, R. (2014). Reaching different learning styles through technology. Retrieved from
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Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley &
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The Gates Foundation. (n.d.) College-ready education. Retrieved from
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