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)

4. Presentations - You will share the portfolio as a part of the final course in your program.

Formative/Summative Evaluation

Teaching and Learning with Technology M.Ed. Track Evaluation

Portfolio structure - EDUC 571
Content and Formative Evaluation - EDUC 570, EDUC 585, and EDUC 594
Summative evaluation (as a Word document)- EDUC 595