Bethany Stiefel

Ed.S. Instructional Technology Portfolio University of West Georgia Spring 2011

Table of Contents

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Introduction Purpose SWOT Analysis Projects Program Course List Standard Overview Performance Indicators & Artifacts Disposition & Field Experience Reflection

Introduction

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Bethany Stiefel

Special Education Elementary School Teacher Calhoun Elementary School, Calhoun, Georgia Family: husband Brooklyn, daughter on the way- Addie James Interests: family, friends, farming, photography Resume

Purpose

The purpose of this e-portfolio is to showcase the various projects that have been completed during the Instructional Technology Education Specialist Program at the University of West Georgia.

SWOT Analysis

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Link to SWOT Analysis

Projects

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Program and Portfolio Focus

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Destructive Forces Website

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Digital Photography Website

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Voice Thread Project

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Green Sense Digital Storytelling Project

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Evaluation Report

Program Courses

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Diffusion of Innovations

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Digital & 35 mm Photography

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Integrating Technology Into the Curriculum Internet Tools, Resources, & Issues

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Issues in Instructions Technology Lifespan Human Development

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Program Evaluation

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Research Seminar Web Design for Instruction Web Design for Instruction

Standards Table

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TL-I. Technology Operations and Concepts TL-II. Planning and Designing Learning Environments and Experiences

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TL-III. Teaching, Learning, and the Curriculum TL-IV. Assessment and Evaluation TL-V. Productivity and Professional Practice TL-VI. Social, Ethical, Legal, and Human Issues

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TL-VII. Procedures, Policies, Planning, and Budgeting for Technology Environments TL-VIII. Leadership and Vision

TL-I. Technology Operations and Concepts

Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders:

Performance Indicator

a. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS for Teachers 2000).

COE Conceptual Framework Indicator

Knowledgeable: The candidate should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change.

Artifacts

Artifact: Program and Portfolio Focus Course: MEDT 8463 Semester: Spring 2010 b. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Knowledgeable: The candidate should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change.

Artifact: Big Three Report Course: MEDT 8463 Semester: Spring 2010

TL-II. Planning and Designing Learning Environments and Experiences

Educational technology leaders plan, design and model effective learning environments and multiple experiences supported by technology. Educational technology leaders:

Performance Indicator Artifacts

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.

COE Conceptual Framework Indicator

Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change.

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifact: Collaborative ComicLife Project Course: MEDT 7464 Semester: Fall 2009 Artifact: Article Summary Table Course: MEDT 8480 Semester: Spring 2011 c. Identify and locate technology resources and evaluate them for accuracy and suitability.

Reflective: The candidate should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.

Artifact: Diffusion and Adoption Reflection Course: MEDT 8461 Semester: Fall 2009 d. Plan for the management of technology resources within the context of learning activities.

Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change.

Artifact: Concept Map Course: MEDT 7467 Semester: Fall 2010 e. Plan strategies to manage student learning in a technology-enhanced environment.

f. Identify and apply instructional design principles associated with the development of technology resources.

Decisive: The candidate should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change.

Knowledgeable: The candidate should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change.

Artifact: Destructive Forces Website Course: MEDT 7467 Semester: Fall 2010 Artifact: 10 Photo Assignment Project Course: MEDT 7466 Semester: Summer 2010

TL-III. Teaching, Learning, and the Curriculum

Educational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders:

Performance Indicator

a. Facilitate technology-enhanced experiences that address content standards and student technology standards.

COE Conceptual Framework Indicator

Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change.

Artifacts

Artifact: Collaborative Digital Storytelling Project Course: MEDT 7464 Semester: Fall 2009 b. Use technology to support learner-centered strategies that address the diverse needs of students.

Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change.

Artifact: Collaborative Voicethread Project Course: MEDT 7464 Semester: Fall 2009 c. Apply technology to demonstrate students' higher-order skills and creativity.

Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change Artifact: Project Based Learning Proposal Course: MEDT 7464 Semester: Fall 2009 d. Manage student learning activities in a technology-enhanced environment.

e. Use current research and district/state/national content and technology standards to build lessons and units of instruction.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Building a Wiki with Google Sites Course: MEDT 7462 Semester: Spring 2010 Artifact: Collaborative Lesson Plan Course: MEDT 7466 Semester: Summer 2010

TL-IV. Assessment and Evaluation

Educational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders:

Performance Indicator

a. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

COE Conceptual Framework Indicator

Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change.

Artifacts

Artifact: Collaborative Blog Project Course: MEDT 7464 Semester: Fall 2009 b. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximizing student learning.

c. Apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity.

Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change.

Decisive: The candidate should be able to demonstrate knowledge and skills when making decisions that will influence transformational systemic change.

Artifact: Tech for Autism Wiki Course: MEDT 8484 Semester: Spring 2011 Artifact: Assessment Plan Course: MEDT 7467 Semester: Fall 2010

TL-V. Productivity and Professional Practice

Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders:

Performance Indicator Artifacts

a. Use technology resources to engage in ongoing professional development and lifelong learning.

COE Conceptual Framework Indicator

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifact: Professional Development Reading Article Review Course: MEDT 8463 Semester: Spring 2010 b. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

Reflective: The candidate should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.

Artifact: Personal Technology SWOT Analysis Course: MEDT 8463 Semester: Spring 2010 c. Apply technology to increase productivity.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Google Docs Course: MEDT 7464 & MEDT 7462 Semester: Fall 2009 & Spring 2010 d. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Getting Started with Gmail Course: MEDT 7462 Semester: Spring 2010

TL-VI . Social, Ethical, Legal, and Human Issues

Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. Educational technology leaders:

Performance Indicator

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.

COE Conceptual Framework

Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change.

Artifacts

Artifact: Evaluation Contract Course: MEDT 8480 Semester: Spring 2011 Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change.

Artifact: Google Translate Course: MEDT 7462 Semester: Spring 2010 Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change.

Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change.

Artifact: Destructive Forces Website Course: MEDT 7467 Semester: Fall 2010 Artifact: Custom Google Search Course: MEDT 7462 Semester: Spring 2010 Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change.

Artifact: Tech Tips Course: MEDT 8463 Semester: Spring 2010

TL-VII. Procedures, Policies, Planning, and Budgeting for Technology Environments

Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures policies, plans, and budgets for PK-12 schools. Educational technology leaders:

Performance Indicator

a. Use the school technology facilities and resources to implement classroom instruction.

COE Conceptual Framework Indicator

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifacts

Artifact: Interview Course: MEDT 8461 Semester: Fall 2009 b. Follow procedures and guidelines used in planning and purchasing technology resources.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Interviewing Stakeholders Course: MEDT 8461 Semester: Fall 2009 c. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.

Reflective: The candidate should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.

Artifact: Evaluation Plan Course: MEDT 8480 Semester: Spring 2011

TL-VIII. Leadership and Vision

Educational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology leaders:

Performance Indicator Artifacts

a. Identify and apply educational and technology-related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education.

COE Conceptual Framework Indicator

Reflective: The candidate should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.

Artifact: Article Critique Course: MEDT 8480 Semester: Spring 2011 b. Apply strategies for and knowledge of issues related to managing the change process in schools.

c. Apply effective group process skills.

Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change.

d. Lead in the development and evaluation of district technology planning and implementation.

Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. Artifact: Hands-On Technology Course: MEDT 8461 Semester: Fall 2009 Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Green Sense Digital Story Course: MEDT 7466 Semester: Summer 2010 Artifact: Research Plan Course: MEDT 8484 Semester: Fall 2010 e. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifact: Evaluation Data Collection & Report Course: MEDT 8480 Semester: Spring 2011

Disposition & Field Experience

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Disposition

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Field Experience

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NETS Standards & Conceptual Framework Chart

Reflections

This program has helped me gain an in-depth understanding of technology and how it can be used in unlimited ways to improve not only students’ educational experiences but also teachers’ instructional experiences. I feel that I have grown tremendously through this program, not only in my own teaching practices, but also by becoming more extrinsic in my thinking. Through the content of this program I have developed a sense of “paying it forward” by wanting to share my knowledge with others. Upon completion of this program I would like to offer professional development training sessions for the staff at my school so that they, too, can fully reap the benefits of a technology-efficient classroom.