The Educational Technology faculty of a southwestern university with one of the largest teacher preparation programs within its state has developed an online M.Ed, in Educational Technology that models the philosophy of technology's integration from a constructionist philosophy. As evidence, students are required to submit a capstone portfolio that documents their passage through the program and details the culminating meaningful product/project that they constructed within their own teaching practice. The purpose of this paper is to provide a case study of a student's passage through the M. Ed. in Ed. Tech. degree program and her subsequent experience in integrating her newly acquired knowledge, skills, and methods in the real world of her own teaching practice: especially her dilemma in assessing her students' learning as she shifts her educational philosophy from instruction to construction.
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