EDMT 330 Portfolio

1. EDMT 330 Portfolio Process and examples

2. The process • Collect work • Connect work and activities with standards (narrative) • Have someone else read your narrative • ZIP your portfolio folder • Turn in via LiveText

3. Collect work • One folder • Back up, back up, back up • Add to narrative

4. Connect work, standards • Narrative serves this purpose • Specific examples • Some paraphrasing of standard

5. Inflict on another reader • Audiences: Jon, NCATE, potential employer?

6. ZIP your folder • Compresses • Allows attachment • Right click (Ctrl click) on folder to ZIP

7. LiveText • Directions by Dr. Anne Bednar • Same for all sections

8. Examples (Part II) • I Skills • II Planning • III Implementation, Standards • IV Assessment • V Professional practices • VI Ethics

9. I: Skills Standard • Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: • A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) • B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

10. I: Skills example (positive example) • The introduction to the out-line feature in Word was a great rediscovery. I never really used it because I didn’t completely understand how to use it, however, after the lesson on the outline features, I found that, I truly like it. This option assists me in keeping my ideas on track and to be able to organize or reorganize my ideas has become a much easier task. The ability to add a table of contents at a drop of a dime is awesome and the ability to move text around from main heading to body of text is far more easier in this format. After rediscovering this format I wrote an entire lesson plan with many explanations and I found it to be much easier using the out-line feature than it would had been if I just used the same old word 03 normal setting.

11. II: Planning standard • Teachers plan and design effective learning environments and experiences supported by technology. Teachers: • A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. • B. apply current research on teaching and learning with technology when planning learning environments and experiences. • C. identify and locate technology resources and evaluate them for accuracy and suitability. • D. plan for the management of technology resources within the context of learning activities. • E. plan strategies to manage student learning in a technology-enhanced environment.

12. II: Planning example (White text positive, purple text not) • I created a lesson plan for students in which they use the World Wide Web to access local psychosocial health resources. In the lesson, student learning is enhanced by the use of technology by connecting the topic (psychosocial health) to their own community. During the brainstorming portion of the lesson, I plan to make use of inspiration to construct a concept map with the students to explore community need.Technology allows fast and real time creation of a concept map.

13. III: Implementation and Standard standard • Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: • A. facilitate technology-enhanced experiences that address content standards and student technology standards. • B. use technology to support learner-centered strategies that address the diverse needs of students. • C. apply technology to develop students' higher order skills and creativity. • D. manage student learning activities in a technology-enhanced environment.

14. III: Implementation example (Positive example) • In order to fulfill Standard III I taught a new co-worker at the library how to use the Voyager Program. Voyager is used to check materials out to patrons, check in returned materials and look up materials, among other things. I showed this person how to access certain screens, to clear the screen, how to link a patron's card to their account and showed them shortcut keys (for example, hitting the enter key to select ok instead of using the mouse). I gave the person opportunities to ask me questions about the use of the technology. I even had to respond to certain ethical questions, including using the Internet for non-job related activities. In order to make sure he was remembering how to use the technology and the corresponding library policies I quizzed him on certain practices.

15. IV: Assessment standard • Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: • A. apply technology in assessing student learning of subject matter using a variety of assessment techniques. • B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. • C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

16. IV: Assessment (Negative example, not specific enough) • Assessment is always a tricky topic. In this course, I’ve learned how to use Gradebook to input scores and grade my children. I’ve learned some great resources for making rubrics, researching them and actually making my own rubrics. I’ve also made an activity in which I would assess the children after implementing the activity. In addition to this, I’ve had many classes in which assessment is addressed. In these classes I’ve had to learn the ways to best assess each individual child.

17. V: Professional practice standard • Teachers use technology to enhance their productivity and professional practice. Teachers: • A. use technology resources to engage in ongoing professional development and lifelong learning. • B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. • C. apply technology to increase productivity. • D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

18. V: Professional practices (Negative example, too vague) • To accomplish this standard, I’ve read about what other people have done to learn, I’ve been part of discussions in which we discuss what to do to learn more, sharing ideas with these people. Making a newsletter is another way in which I’ve met this standard because I’m including the parents on important information. Talking with other peers and taking part in conversations within various classes I feel also falls into this category.

19. VI: Ethics standard • Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: • A. model and teach legal and ethical practice related to technology use. • B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. • C. identify and use technology resources that affirm diversity • D. promote safe and healthy use of technology resources. • E. facilitate equitable access to technology resources for all students.

20. VI: Ethics (Negative example, not drawn from one specific instance, hypothetical) • When designing my web activity, I kept in mind the age of the children and the fact that when using the internet, anything can ‘pop-up’. At the beginning of the year, I would go over web safety skills, what to look at, what not to look at, etc. I would also explain to my students that not everything that you find on the internet is the truth. Many sites are not reliable and children need to be aware of that. I think that as teachers we have that responsibility of informing our children of the internet and it’s its dangers. We also should be aware of the technology that’s available to us and use it appropriately. It shouldn’t be used without proper introduction or a real purpose.

21. Finished product • Due April 21 by midnight • Turned in via LiveText • Dept. policy: Must pass portfolio to pass EDMT 330.

22. What would Cozmo do?