Individual+Technology+Portfolio

As our course syllabus states, your Individual Technology Portfolio will make up 34% of your final grade. This "portfolio will provide evidence of your learning process and the outcomes of that process. The portfolio will be organized according to the ISTE NETS-T performance profile ( @http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2000.sflb.ashx ) appropriate for your level of professional development (general preparation, professional preparation, student teaching/internship, or first/year teacher)."

Below are the ISTE National Educational Technology Standards (NETS) and Performance Indicators For Teachers as stated on the ISTE website noted above. In order to complete your Individual Technology Portfolio, you will need to provide evidence (a brief statement, link, video, etc.) indicating how you believe you met a given standard. While at this time you may not be able to provide evidence for every performance indicator, you are **expected** to provide evidence for as many as possible.

//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 Educational Technology Standards for Students). B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
 * I. TECHNOLOGY OPERATIONS AND CONCEPTS**

//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.
 * II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES**

//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.
 * III. TEACHING, LEARNING, AND THE CURRICULUM**

//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.
 * IV. ASSESSMENT AND EVALUATION**

//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.
 * V. PRODUCTIVITY AND PROFESSIONAL PRACTICE**

Te//achers understand the social, ethical, legal, and human issues surrounding the use of technology in PK–12 schools and apply that understanding 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.
 * VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES**

To facilitate the completion of your portfolio follow the example (in red ) below:

I. TECHNOLOGY OPERATIONS AND CONCEPTS Teachers demonstrate a sound understanding of technology operations and concepts. Teachers: B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. **Evidence** - Subscribe to technology related educational journals such as: T.H.E. Journal, Leading and Learning, T.H.E. SmartClassroom and Campus Technology. Attend conferences such as: PETE&C, ISTE. Attend/participate in higher education courses related to educational technologies Attend/participate in Intermediate Unit or vendor sponsored workshops

IV. ASSESSMENT AND EVALUATION Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: C. apply multiple methods of evaluation to determine students’ appropriate use of technology resources for learning, communication, and productivity. **Evidence -** Between January 4, 2011 and March 15, 2011 while teaching **EDUC 310 Computer Applications in Teaching** (a 3 credit undergraduate course offer by Drexel University as part of its teacher preparation program) I employed the following methods to evaluate my students' appropriate use of technology resources for learning, communicating and being productive:

Observation Essays Performance tasks Exhibitions and demonstrations Portfolios Journals Rubrics Self- and peer-evaluation

Examples of the above included but were not limited to:

Class Wiki (Type of assessment - Journals, Performance Task, Portfolio) - Throughout the course students were asked to post various items to our class Wiki which they could/would be used as evidence for a portfolio they would have to create. Items included on the class WIki included:

- Students were asked to create a "Wordle" that best describes themselves and post it to their page on the class Wiki as a .jpg. (Types of assessment - Observational, Performance task)

- Students were as to post brief reflective responses/essays under the "discussions" tab on their page within the class WIki. Following designated classes, students were required to post a brief responses/essay reflecting on what was presented/covered during that weeks class and how the topic(s) would effect their teaching practice. In addition, the students were required to respond to one or two classmates posts. (A rubric was then used to evaluate each post) Additionally, as part of their requirement to participate in the class and begin to develop their own "personal/professional learning network," students were ask to supply content for "Web 2.0 Tools" and "Resources." (Types of assessment - Essay, Journals, Rubric)

In addition to item the students created/utilized the following:

- Students were asked to create a "concept map" that would depict not only the way in which they learn but also the tool that they use to learn. This map could be created either by utilizing software a software package like Inspiration or could be drawn by hand. Upon completion, student would then share their concept map with their classmates. (Type of assessment - Performance task)

- As part of the course, students were asked to design as well as deliver two presentations. The first presentation related to "Teaching With Technology" and students were asked to work in groups of two or three to design as well as present (using presentation software of their choice - PowerPoint, Keynote, SMARTNotebook, Slideshare, etc.). (Type of assessment - Performance Task and peer review based on student developed rubric) The second presentation related to a sample lesson that each student would design and outline based on the universities prescribed lesson plan format. The students would first completer the "lesson plan" utilizing word processing software (i.e. MS Word, Pages, etc.) and than utilizing the completed lesson plan, they would create a (visual) presentation (using presentation software of their choice - PowerPoint, Keynote, SMARTNotebook, Slideshare, etc.) that would allow them to provide their classmates with an overview of their lesson. ((Types of assessment - Performance task, Observation, Rubric, Self evaluation)Note: Both presentations were videotaped so that the student could self evaluate their presentations at a later date.

- Generate a document using Google Docs. In order to proved the student with an authentic use of Google documents, it was required that their utilize the word processing component to create and share (with me) their midterm reflective essay. (Types of assessment - Essay, Rubric, Performance task)

Your portfolio will be completed and posted to your Wiki page (as a pdf document) on or before the end of class on Tuesday, March 6, 2012.