M.Ed. Portfolio for Teaching and Learning with Technology
Track
Now that you are in the Teaching and Learning with
Technology track, your next thought is probably "What do
I have to do to graduate?" But a better question might
be "How do I know when I am ready to graduate?" The
process of creating a portfolio can help you assess and
reflect on what you have learned and demonstrate to
others that you are "ready" for your diploma.
Task
Design, construct, and present a web-based portfolio in which
you demonstrate to the educational community your competencies
as a teacher. A portfolio is a collection of artifacts, such as
lesson plans, student work, materials of instruction, and video
of instruction. Organize your portfolio according to the
National Educational Technology Standards for Teachers (NETS-T).
Include in your portfolio
- evidence to demonstrate your mastery of the competencies
in the selected standards. Collect artifacts (i.e. tests,
lab reports, lesson plans, K-12 student work), reproductions
(i.e. photographs, videos), attestations (i.e. letters of
recommendation, evaluations), and productions (i.e.
reflective narratives, letter to the portfolio reviewers).
- a reflection statement for selecting the evidence that
explains the relationship between the evidence and the
standards.
Standards
Teaching and Learning with Technology Standards
Process
The portfolio development process covers the following stages
(Danielson & Abrutyn, 1997)
- Collection
- Students in the Teaching and Learning with Technology track
are required to include at least one piece of evidence from
each of the five TLT track courses (Current Issues,
Multimedia, Telecommunications, Tech Tools, and School
Improvement). The other evidence may come from course
projects or from work that students have done in their
classrooms with K-12 students.
- Selection - review and evaluate the artifacts saved
and identify those that demonstrate achievement of specific
standards
- Reflection - reflect on the significance of the
artifacts chosen for the portfolio in relationship to
specific learning standards. Van Wagenen and Hibbard (1998)
suggest that reflection should be framed by three questions:
1) What? 2) So What? 3) Now What?
What?: To use these questions, the student would
first summarize the artifact that documents the experience,
in order to answer the question.
Example: The Treasure Hunt is something that
was created for EDUC571 Telecommunication in Education. In
creating the Treasure Hunt, I conducted Internet searches to
find resources. I also created links to those resources and
added graphics. Then I posted the Hunt on the Web.
Throughout the process I organized and managed the files.
(Cindy Houghtaling)
So What?:
The students would reflect on what they have learned and how
this leads to meeting the standard, which answers the
question.
Example: In the process of completing the
unit of study, the students will progress through all six
facets of understanding as outlined in Understanding by
Design. Wiggins and McTighe state that, "...a complete
and mature understanding ideally involves the full
development of all six kinds of understanding". The students
will have, upon the completion of this unit, the ability to
explain, interpret, and apply the material investigated
while maintaining a level of perspective, empathy, and
self-knowledge that will allow for the growth of knowledge.
This unit is developed to be completed using multimedia
tools and the process requires students to use higher order
skills and their creativity to complete all aspects of the
unit. (Cherie Skeeter)
Now What?: The students address implications for
future learning needed and set forth refinements or
adaptations in order to answer the question.
Example: If I were to create another
Treasure Hunt, I would .use more graphics and try and stay
away from animation. I would also explore alternative
formats for posting to the web. I would like to increase my
knowledge of creating web pages. The Treasure Hunt enabled
me to gain a better understanding of student development,
learning, and motivation. Technology is continually changing
and this project helped me learn to search web sites for
valuable information and create "quizzes" for my students
on-line. In the future, I would like to learn to use the
additional features available on the Internet including
banners, graphics, and other bells and whistles. (Cindy
Houghtaling) -
Presentations
- You will share the portfolio as a part of the final course in
your program.
Teaching and Learning with Technology M.Ed. Track
Evaluation
- Portfolio structure - EDUC 571
- Content and Formative Evaluation - EDUC 570, EDUC 585, and
EDUC 694
- Portfolio Rubric (as a
PDF)- EDUC 695
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