Transcript Joy B. Renfro

Final Program Portfolio
Ed.S Instructional Technology
University of West Georgia
May, 2011
Table of Contents

Purpose

Introduction

Résumé

NETS-Technology Leadership (TL) Standards & Program Conceptual Framework Indicators with Supporting Artifacts

TL-I. Technology Operations and Concepts

TL-II. Planning and Designing Learning Environments and Experiences

TL-III. Teaching, Learning, & the Curriculum

TL-IV. Assessment and Evaluation

TL-V. Productivity and Professional Practice

TL-VI. Social, Ethical, Legal, & Human Issues

TL-VII. Procedures, Policies, Planning, & Budgeting for Technology Environments

TL-VIII. Leadership and Vision

Field Projects

Reflection
Purpose
This e-portfolio highlights the graduate
work that I have completed at the
University of West Georgia while
studying towards an Educational
Specialist Degree in Media with a focus
on Instructional Technology.
Introduction





K-5 ESOL teacher
Bells Ferry Elementary
School, Marietta, GA
Teaching since 2000
Married with two sons in
college
Enjoys reading, music,
and travel
Jean K. Martin
Resume

Resume
Links to Tables of Standards & Artifacts
(links not active at this time)

TL-I. Technology Operations & Concepts

TL-II. Planning & Designing Learning Environments & Experiences

TL.III. Teaching, Learning, & the Curriculum

TL-IV. Assessment & Evaluation

TL-V. Productivity & Professional Practice

TL-VI. Social, Ethical, Legal, & Human Issues

TL- VII. Procedures, Policies, Planning, & Budgeting for Technology
Environments

TL-VIII. Leadership & Vision
Field Projects
Reflection

Final Reflection (to be included later via
hyperlink)
TL-I. Technology Operations & Concepts
Educational technology leaders demonstrate an advanced understanding of technology
operations and concepts. Educational technology leaders:
Performance Indicator
COE Conceptual
Framework Indicator
Inquisitive: The candidate
should seek continually to
knowledge, skills, and
understanding of concepts improve their knowledge,
disposition, and skills to
related to technology (as
influence transformational
described in the ISTE
NETS for Teachers 2000). systemic change.
a. Demonstrate
b. Demonstrate continual
growth in technology
knowledge and skills to
stay abreast of current
and emerging
technologies.
Proactive: The candidate
should be able to
advocate for the removal
of barriers that impede
lifelong learning and
hinder transformational
systemic change.
Artifacts and Reflections
Artifact: Final Portfolio of Instructional Technology
Course: MEDT 6401 Instructional Technology
Semester: Fall, 2009
NETS Reflection:
The Final Portfolio showcases a wide range of technology skills I acquired during the course I took
the first semester of my program. I learned to download music files, create hyperlinks within
PowerPoint, upload images, and create PDF files to name a few. Each project was centered on an
aspect of instructional technology – either in my own personal learning or in projects I created for
my students.
Conceptual Framework Reflection:
I demonstrated that I was inquisitive throughout the process of learning new technology skills.
Once I learned a new skill I then identified opportunities to implement it in my instruction. I used my
new knowledge and skills demonstrated in this portfolio in my classroom.
Artifact: Voicethread Project on Counting Back Change
Course: MEDT 7464 Integrating Technology into the Curriculum
Semester: Fall, 2009
NETS Reflection:
For this project I learned a new technology and developed a presentation students could interact
with creatively by recording their voice or using a drawing tool. By transforming math standards
on coins into this interactive presentation, I demonstrated my commitment to keeping current with
new technologies and to my continued growth in knowledge and skill.
Conceptual Framework Reflection: This project incorporates listening, speaking, reading, and
writing into the instruction and therefore removes potential barriers of literacy and limited English
proficiency to this educational experience.
TL-II. Planning & Designing Learning Environments &
Experiences
Educational technology leaders plan, design, and model effective learning environments and multiple
experiences supported by technology. Educational technology leaders:
Performance
Indicator
COE Conceptual Framework
Indicator
a. Design developmentally
appropriate learning
opportunities that apply
technology-enhanced
instructional strategies to
support the diverse needs of
learners.
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.
b. Apply current
research on teaching
and learning with
technology when
planning learning
environments and
experiences.
Artifacts and Reflections
Artifact: Movie project using 3rd grade science standards
Course: MEDT 7470 Videotape Production and Utilization
Semester: Spring, 2010
NETS Reflection: This project incorporates third grade science standards on the adaptations
animals in Georgia make to live in their habitat. It provides a simple example for students to use
when creating their own digital story on this topic. By combining research, images, text, and
sound, students have choice and support as they develop their projects. For this reason, diverse
student learning needs can be supported through this project.
Conceptual Framework Reflection: Student-created digital stories could be a powerful learning
tool. By incorporating this technology into multiple science standards, I demonstrated the
potential of the technology as a instructional strategy for diverse learners.
Artifact:
Course:
Semester:
NETS Reflection:
Conceptual Framework Reflection:
TL-II. Planning & Designing Learning Environments &
Experiences
Educational technology leaders plan, design, and model effective learning environments and multiple
experiences supported by technology. Educational technology leaders:
Performance Indicator
COE Conceptual Framework
Indicator
Artifacts and Reflections
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: The Big Three Questions Directed at ELLIS Kids Software Suite
Course: MEDT 8461 Diffusion of Innovation Semester: Spring, 2010
NETS Reflection: I evaluated the English language software ELLIS for its
instructional value in current content-based ESOL programs. I showed
comprehensive knowledge of the current instructional environment in my
evaluation of the suitability of this software suite.
Conceptual Framework Reflection: Critical thinking skills were an integral
aspect of this paper as I evaluated the software suite for use in an
elementary ESOL setting. My recommendations were insightful and
would be useful to future implementation decisions.
Artifact:
Course:
Semester:
NETS Reflection:
Conceptual Framework Reflection:
d. Plan for the
management of
technology resources
within the context of
learning activities.
TL-II. Planning & Designing Learning Environments &
Experiences
Educational technology leaders plan, design, and model effective learning environments and multiple
experiences supported by technology. Educational technology leaders:
Performance Indicator COE Conceptual Framework
Artifacts and Reflections
Indicator
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.
Artifact:
Course:
Semester:
NETS Reflection:
Conceptual Framework Reflection:
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: Audacity Tutorial
Course: MEDT 7461 Instructional Design
Semester: Spring 2010
NETS Reflection:
I used the knowledge I gained in my studies in instructional design to create a
tutorial in MovieMaker software for the recording software Audacity. It was designed
specifically for busy teachers who are not familiar with the software, but want to
record their student’s voices for instructional projects such as digital storytelling.
Conceptual Framework Reflection:
I analyzed the needs of teachers and their students before designing this video
tutorial. The tutorial is brief and provides just enough knowledge for them to use
Audacity to record voices. I demonstrate my awareness and understanding of these
two potential users of the tutorial and provide them an appropriate amount of support
in my design so they would be confident when using the software.
TL-III. Teaching, Learning, & 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
COE Conceptual
Framework Indicator
a. Facilitate technologyenhanced experiences that
address content standards
and student technology
standards.
Adaptive: The candidate
should be able to
demonstrate flexibility and
strategic planning
appropriate to a wide
variety of learners for
effective transformational
Artifacts and Reflections
Artifact: Using Digital Storytelling to Strengthen Informational Writing
Course: MEDT 7461 Instructional Design
Semester Summer 2010
NETS Reflection: In this professional development module, I incorporate
the GPS for informational writing in grades 3-5 and show
how digital storytelling could be used in writing instruction. Content standards and technology standards are
combined in a sample student lesson while participants themselves learn how to use the technology for the
project.
Conceptual Framework Reflection: The session was created for professional learners with little experience with
the software Moviemaker or Audacity. The module is designed with guided practice and opportunities to work at
one’s own pace. This module therefore demonstrates my flexibility with a wide variety of learners. I also promote
instruction that could be transformational for students when implemented.
systemic change.
b. Use technology to support
learner-centered strategies
that address the diverse
needs of students.
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: Math Position Words with Bandit
Course: MEDT 6401 Instructional Technology
Semester: Fall, 2009
NETS Reflection: This project was created for a first grade class made up of 10 English language students and 6
native English speakers. All students demonstrated position words and their Q2 math vocabulary as outlined in
the GPS are included in this presentation with the school mascot, Bandit. Each student completed reading,
writing, listening, and speaking activities using these photographs. By the end of the lessons, most students could
read and understand this vocabulary and apply it to their math work. The visual support addressed the needs of
the English language learners for comprehension, and the reading and writing activities addressed the needs of all
students to read the words. The students who were more advanced in reading and writing wrote complete
sentences which reinforced writing conventions and sentence structure.
Conceptual Framework Reflection: Comprehension is the heart of learning new vocabulary and concepts. This
project enabled students with different learning needs participate in an inclusive class project with differentiated
instructional activities.
TL-III. Teaching, Learning, & 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
COE Conceptual
Framework Indicator
c. Apply technology to
demonstrate students'
higher-order skills and
creativity.
Culturally Sensitive: The
candidate should be
able to develop
awareness and
understanding of
individual and group
differences when
diagnosing and
prescribing
transformational
systemic change.
d. Manage student learning
activities in a technologyenhanced environment.
Artifacts and Reflections
Artifact: Kidspiration Project on US dollar
Course: MEDT 6401 Instructional Technology
Semester: Fall,2009
NETS Reflection: By creating a thinking map of U.S. coins, students
demonstrate the skill of synthesizing by reorganizing elements into a new
pattern.
Conceptual Framework Reflection: All students moving to the U.S. from
another country need to learn and/or demonstrate an understanding of the
U.S. monetary system as part of their mathematics and economics studies.
This activity demonstrates sensitivity to other cultures because it can be
modified to be an activity or assessment for any age student study and
produces a product that can also be used as reference material.
Artifact:
Course:
Semester:
TL-III. Teaching, Learning, & 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
e. Use current
research and
district/state/nation
al content and
technology
standards to build
lessons and units
of instruction.
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 and Reflections
Artifact: The Giving Tree Lesson Outline
Course: MEDT 7461 Instructional Design
Semester: Summer, 2010
NETS Reflection: In this lesson outline I demonstrated my understanding of
curriculum planning and incorporated the standards of multiple sources to
create a plan for instruction.
Conceptual Framework Reflection:
I identified GPS across the curriculum and grade levels that could use The
Giving Tree as an instructional resource. I then applied AASL Standards for
the 21st Century Learner and NETS Technology Standards for Students in
the lesson outline. This demonstrated my ability to be flexible and adaptive
when meeting planning for a wide variety of learners and objectives for
change.
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
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.
Artifacts and Reflections
Artifact: Demonstrating First Grade Technology Standards with Bandit
Course: Skills Learned in MEDT 6401 Instructional Technology
Semester: Fall, 2009 (Project created May, 2010)
NETS Reflection: This project is a student assessment of 1st grade
technology skills. Each student imported a picture of themselves into a
PowerPoint slide and created and entered a sentence demonstrating all
required technology and ELA convention standards the final 9 weeks of
school. The students enjoyed sharing each other’s work in the presentation
and then they took it home on a CD at the end of the school year to share
with their families.
Conceptual Framework Reflection: With this project, I shared my ideas for
this project as an assessment and the classroom teacher agreed to support
my efforts with the entire class, not just my caseload of ESOL students. I
was able to work with each student individual student as they practiced the
skills and then completed the assessment. The classroom teacher and I
collaborated to schedule the learning and assessment and all students met
the technology standard on the report card. I also recorded students each
reading their sentence and included the voice clips in the presentation as an
additional request of the classroom teacher. It was a successful collaborate
effort as a learning tool, an assessment, and as a keepsake for the students.
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
b. Use technology
resources to
collect and
analyze data,
interpret results,
and communicate
findings to
improve
instructional
practice and
maximize student
learning.
COE Conceptual
Framework Indicator
Artifacts and Reflections
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: Learner Survey from In-service
Course: MEDT 7461 Instructional Design
Semester: Summer, 2010
NETS Reflection: This survey was designed using Google docs to collect
participant feedback after an in-service session on using digital storytelling.
The results would be collected from each participant automatically for
convenient review and interpretation.
Conceptual Framework Reflection: This survey process is collaborative in that
it asks for participant feedback with the objective of improving future
professional development sessions to meet the learning needs of the
participants. The session was designed for teachers who might be reluctant to
attempt a digital storytelling project with their class. Using the survey as a
dialogue tool demonstrates a willingness for true collaboration whereby the
participant has a voice in shaping future trainings.
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
c. Apply multiple
methods of
evaluation to
determine students'
appropriate use of
technology
resources for
learning,
communication, and
productivity.
COE Conceptual
Framework Indicator
Artifacts and Reflections
Proactive: The candidate
should be able to
advocate for the removal
of barriers that impede
lifelong learning and
hinder transformational
systemic change.
Artifact: Three Long Cane Middle School Project Assessments
Course: MEDT 7464 Integrating Technology into the Curriculum
Semester: Fall, 2009
NETS Reflection: These assessments were created for 6th graders in a middle
school where 24% of students did not meet requirements in math and 11% of
students did not meet requirements in reading in 2009. As a project-based
learning team, we decided that vocabulary would be our target for improvement.
The three assessments (pre, formative, and summative) I developed for a
science project-based learning experience demonstrate multiple methods of
evaluation.
Conceptual Framework Reflection: These assessments indicate I am proactive
to remove barriers to student learning. By identifying unknown vocabulary at
the beginning of the project and planning for explicit vocabulary instruction and
assessment, the project becomes accessible to all students from the beginning
and student learning throughout the project is enhanced.
TL-V. Productivity & 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
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.
COE Conceptual
Framework Indicator
Inquisitive: The
candidate should seek
continually to improve
their knowledge,
disposition, and skills
to influence
transformational
systemic change.
Artifacts and Reflections
Artifact: SAM Course Results Spreadsheet
Course: MEDT 6401 Instructional Technology
Semester: Fall, 2009
NETS Reflection: I completed an on-line course on software in the Microsoft
Office 2007 suite learning the new features and ribbon system within each newly
designed software package. The successful completion of this course and the
attached results spreadsheet created in Excel 2007 demonstrate my use of
technology to engage in professional development and livelong learning.
Conceptual Framework Reflection: By completing this course I demonstrated that
I am inquisitive and learned new skills to use the latest version of this software. I
am also developing a “tinkering” disposition to try to find new ways to use software
to meet my needs.
Artifact:
Course:
Semester:
TL-V. Productivity & 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
COE Conceptual
Framework Indicator
c. Apply technology
to increase
productivity.
Leading: The
candidate should be
able to demonstrate
effective leadership
skills to initiate and
facilitate
transformational
systemic change.
Artifacts and Reflections
Artifact: Google doc for Group Projects
Course: MEDT 7464 Integrating Technology into the Curriculum
Semester: Spring 2009
NETS Reflection: Our team of 5 members worked throughout the semester to
collaborate on required group projects. We started the semester using group
conference telephone calls and learned to use this collaborative technology to
improve our productivity. The attached PDF of our Google doc shows our
communication throughout the semester. We learned to work asynchronously and
improve our productivity with this technology that was new to 4 out of 5 of us.
Conceptual Framework Reflection: I was the first project leader of the semester, a
position that rotated throughout the semester. I established clear written
communication and timelines so that each team member knew what was expected
after they selected their areas of responsibility for our project. At any given time
during the project, each member knew the status and next steps. In these ways I
demonstrated effective leadership skills.
TL-V. Productivity & 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
COE Conceptual
Framework Indicator
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.
Artifacts and Reflections
Artifact: Course Blog
Course: MEDT 7464 Integrating Technology into the Curriculum
Semester: Fall, 2009
NETS Reflection: In this blog I demonstrate my use of technology to communicate
with my graduate school peers and the larger community on coursework and
resources designed to nurture student learning.
Conceptual Framework Reflection: I show that I am collaborative in my required
posts, reflections, and in the additional features, such as websites for teachers, I
added to my blog.
TL-VI. Social, Ethical, Legal, & 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
COE Conceptual
Framework Indicator
Artifacts and Reflections
a. Model and teach
legal and ethical
practice related to
technology use.
Empathetic: The
candidate should be
able to develop the
sensitivity for individual,
family, and institutional
needs that will embrace
transformational
systemic change.
Artifact: Digital Library of Georgia
Course: MEDT 7461 Instructional Design
Semester: Spring, 2010
NETS Reflection: This instructional in-service was created for third grade
teachers in Georgia to familiarize them with the Digital Library of Georgia and
provide examples of how this resource would support student learning of the
science standards. It includes instructions on how to determine if an image is
available to use in student work and how to give proper credit to the image in the
presentation.
Conceptual Framework Reflection: The project demonstrates empathy for the
classroom teacher by supporting their learning of a new resource and providing
practical examples of how it could enhance their instruction.
Artifact:
Course:
Semester:
b. Apply technology
resources to enable
and empower
learners with diverse
backgrounds,
characteristics, and
abilities.
TL-VI. Social, Ethical, Legal, & 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
COE Conceptual
Framework Indicator
Artifacts and Reflections
c. Identify and use
technology resources
that affirm diversity.
Artifact:
Course:
Semester:
d. Promote safe and
healthy use of
technology resources.
Artifact:
Course:
Semester:
e. Facilitate equitable
access to technology
resources for all
students.
Artifact:
Course:
Semester:
TL-VII. Procedures, Policies, Planning, &
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
COE Conceptual Framework
Indicator
Artifacts and Reflections
a. Use the school
technology facilities and
resources to implement
classroom instruction.
Artifact:
Course:
Semester:
b. Follow procedures
and guidelines used in
planning and purchasing
technology resources.
Artifact:
Course:
Semester:
c. Participate in
professional
development
opportunities related to
management of school
facilities, technology
resources, and
purchases.
Artifact:
Course:
Semester:
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
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.
b. Apply strategies for and knowledge of
issues related to managing the change
process in schools.
COE Conceptual Framework Indicator
Artifacts and Reflections
Artifact:
Course:
NETS Reflection:
Conceptual Framework Reflection:
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: Plan to Implement Digital Storytelling
in an Elementary School
Course: MEDT 8461 Diffusions of Innovation
Semester: Summer, 2010
NETS Reflection: In this implementation plan
I apply two change models to the situation
and outline a plan of action that will address
the anticipated factors that could impact
implementation.
Conceptual Framework Reflection: This
outline demonstrates that I am adaptive in
planning to diffuse the innovation of studentcreated digital storytelling in that I plan for
multiple factors and have a variety of
recommendations should they arise.
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
c. Apply effective group process skills.
COE Conceptual Framework Indicator
Artifacts and Reflections
Artifact:
Course:
NETS Reflection:
Conceptual Framework Reflection:
d. Lead in the development and
evaluation of district technology planning
and implementation.
Artifact:
Course:
NETS Reflection:
Conceptual Framework Reflection:
e. Engage in supervised field-based
experiences with accomplished
technology facilitators and/or directors.
Artifact:
Course:
NETS Reflection:
Conceptual Framework Reflection: