Technology Infusion Portfolio
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On this page, I will demonstrate that I can collaborate effectively; plan, design, and model effective learning environments; and plan and implement professional experiences required of a technology leader, addressing these standards, which can also be found on the right side of this page.
While digital citizenship and assessment are no doubt important parts of digital learning, the crux of EDMT's coursework was centered was around the topic of technology infusion. As a technology integrator in my building, I am tasked with helping teachers incorporate technology into their lessons on a daily basis. Technology has been shown to have the potential to increase students' achievement, engagement, motivation and overall attitude toward learning. As technology evolves, it is imperative that teachers remain ahead of the curve; always planning how they can incorporate technology into their lessons to help enhance student learning. This portfolio, because of its size and importance, will be divided into several categories including: Collaboration / Making Change, Broad Knowledge of the Field of Educational Technology, Understanding of Technology Infusion / Digital Age Leaning Environments, Instructional Design, Research on Educational Technology, Hardware, Software and Facilities Management and Visionary Leadership.
Collaboration / Managing Change In EDMT 602, I worked collaboratively with a group of students on a project. Our goal was to capture the beliefs toward online learning that a select group of 7th graders had. We analyzed the situation, doing research about the topic, then used our finding to create a survey instrument, which was given to 72 seventh graders. We examined our findings and made recommendations based on our findings. It was interesting to discover that in middle school, students have very little, if any, exposure to online learning. While they may use the internet to learn, most students were completely unfamiliar with the notion of online classes. (ISTE-NETS-C.1.b, ISTE-NETS-C.2.a, ISTE-NETS-C.2.c, ISTE-NETS-C.3.c, MI-EMU-ADV-CF.2.1, MI-EMU-ADV-CF.2.2, MI-EMU-ADV-CF.2.3). Another interesting collaborative project that I competed with a group involved creating a purchasing plan for a school's technology. In EDMT 627, me and my colleagues formulated a technology budget based on a variety of constraints. We assembled our findings into a spreadsheet which would calculate the total cost for the technology based on different perimeters (ISTE-NETS-C.1.c, ISTE-NETS-C.3.f). Another assignment in EDMT 627 that I completed was an interview with my the head of my district's technology department. Interviewing John was an eye-opening experience to many things that I was completely unaware of about my district's technology plan and infrastructure. I was able to take a quick tour of our server (which has since been replaced). I also learned about how my district is wired and what type of internet connection that we have. It was a very informative experience (ISTE-NETS-C.1.b, ISTE-NETS-C.3.f). As mentioned on other pages, the evaluation study that I completed, with a group, was a valuable experience. My group was interested in determining the effectiveness of an undergraduate assignment that pre-service teachers complete regarding the use of Moodle. Moodle is a learning management system that many schools in Michigan utilize. Our group completed an analysis phase, where were reviewed stakeholder goals, provided a context of our study and completed a review of research on the topic. We then developed an instrument (an online survey) to give to our participants. Once gave the survey and examined the results, we were able to conclude, based on our limited data, that the program was adequately preparing teachers to use Moodle in their own classrooms (ISTE-NETS-C.2.f, ISTE-NETS-C.2.f, ISTE-NETS-C.3.e, ISTE-NETS-C.4.a). Broad Knowledge of the Field of Educational Technology In EMDT 653, I was given the opportunity to learn about our nation's educational technology plan (NETP), which prior to this class, I did not even know one even existed! The plan has been revised multiple times over the past couple of decades. A shift in focus has been made away from learning basic skills, such as typing or word processing, and toward both authentic lesson planning, using problem-based and constructivist approaches, and technology integration. Throughout the iterations of the NETP, another primary focus has been to narrow and ultimately close the digital divide which is so prevalent in many underfunded communities. I enjoyed the experience of seeing how these plans have evolved and reflecting on my thoughts about them (ISTE-NETS-C.2.f). There are many aspects of digital learning and it has the potential to get confusing at times. In EDMT 602, I worked on creating a technology and student-centered learning handbook to help organize many different facets of instructional technology. In it, I discuss the importance of digital learning, reflect on my experiences observing teachers utilize technology in their own classrooms, explain a variety of software and hardware and summarize multiple examples of completed lessons using technology. It was a great summary of EMDT 602 and pulled together many of the aspects that were studied, focusing on technology integration ( ISTE-NETS-C.2.a, ISTE-NETS-C.2.b, ISTE-NETS-C.2.f, ISTE-NETS-C.3.g). One of the most beneficial projects that I completed was in EDMT 603. I worked on a professional development project with a group of three teachers. Throughout the project, I developed my skills of coaching teachers, which at times, depending no the teacher, can be a challenge. I meet with each of the teachers, set goals for each of them and created a needs assessment. Then, I developed an individualized plan for each of them, each revolving around improved used of their SMART Board performance. I used pre- and post- test data, as well as a student survey, to show that my coaching helped the teachers teach more effectively with their SMART Boards. While I regularly work with teachers, helping them to incorporate technology into their classrooms, never have I had to develop a specific, and measurable, plan to test my coaching abilities. It was a very positive experience for both me and the teachers that I worked with (ISTE-NETS-C.2.a, ISTE-NETS-C.3.g). Understanding of Technology Infusion / Digital Age Leaning Environments In EDMT 628, we learned about learning management systems, or LMS. A popular LMS that many school districts use is called Moodle. For this project, I created a Moodle course on solving systems of linear equations. While I use Moodle in my own classroom, I will be the first to admit that I don't not use it to its fullest potential. With this in mind, my personal goal for this assignment was to use features that I hadn't previously used. Students showed me their understanding of the material by participating in discussions, using online tools to any questions, recording a video of them teaching the concepts, taking an online quiz and finally, completing a group project using Google Slides. I then reflected on my experience in a paper that I submitted (ISTE-NETS-C.2.a, ISTE-NETS-C.2.b, ISTE-NETS-C.2.e, ISTE-NETS-C.2.f, ISTE-NETS-C.3.a, ISTE-NETS-C.3.b, ISTE-NETS-C.4.a). Technology often provides a great opportunity to give an exciting twist on an old idea. For example, In EDMT 602, I completed a NTeQ Lesson Plan, based on a lesson that I created with a teacher in my building. I'm sure most people have participated in a science fair at some point in their life. I decided instead of making a poster board, it would be cool to have students create websites showcasing their results. In this lesson, students design an experiment, using the scientific method, collect and analyze the data using Excel. Then using weekly, they complete a digital science report. After all students completed their sites, they share them giving everyone else an opportunity to see their classmates hard work and creativity. The lesson went so well, I thought that it would be a perfect fit for NTeQ assignment (ISTE-NETS-C.2.a ,ISTE-NETS-C.2.b, ISTE-NETS-C.2.e, ISTE-NETS-C.3.a) Another task that I completed in EDMT 602 was gaining additional field experience of teachers using technology in their classrooms. I worked with two teachers, Jason and Shelley. First, I observed Jason and Shelley in their classrooms. Next, I created lessons for each of them and then had the chance to teach them in their classrooms, which was a weird experience. Teaching to students you don't have a connection to is very different than teaching to your own class. In Jason's class, I had students, in groups, create short videos explaining vocabulary words for an upcoming quiz. Then students uploaded their videos to dropbox and Jason posted all of the links to his Moodle page. This gave students different videos with different explanations to study for their assessment. In Shelley's class, I created an interactive website for students to use to research elements and compounds. They downloaded a formatted Word document, which they completed. Students then found patterns in the physical features of elements as they form compounds. Students then shared their findings with the class by posting on a blog. They submitted their completed Word document to Shelley for grading. The site also had embedded videos and links to other helpful websites (ISTE-NETS-C.1.b, ISTE-NETS-C.2.a, ISTE-NETS-C.3.a). Another project that I completed in EDMT 602 was an interactive tutorial on how to use GeoGebra. It is a Power Point file, that has embedded links which allow the user to interact, as oppose to just clicking the next slide button each time. GeoGebra is an excellent way for teachers to make math more engaging for students. Now only it is free, there is an iPad app available, making it even easier to get it into kids' hands (ISTE-NETS-C.3.c). With the field of education changing rapidly, it is of extreme important that teachers remain well-informed of the lasted research on instruction, technology and other educational topics. Most teachers do this through some form of professional development. In EDMT 603, I completed a review of research on the best ways to help teachers (and students) learn. While completing my research, I picked up many pointers which I have helped incorporate into my own school's professional development (ISTE-NETS-C.2.f, ISTE-NETS-C.3.b). In EDMT 603, I also completed a personal professional development plan. In it, I reflect on my areas of strengths and opportunities, focusing on many of the projects that were completed in that course (MI-EMU-ADV-CF.1.2, MI-EMU-ADV-CF.2.6). Everyday people navigate the internet on different websites, probably not thinking what went into creating them. In EDMT 628, I build a website from the ground up. I have built websites before using weekly, and other similar web-based platforms, but never from scratch. I use Adobe Dreamweaver for this task. The purpose of the site is to help welcome students into my class in the fall. Embedded in the site is a video that I edited showcasing all of the technology use at the school where I teach. I tried to pay attention to features that would make the site accessible by all, based on discussions that we're had in class. It was a great experience, challenging, but yet rewarding, to build my own site. I have a new found respect for web designers (ISTE-NETS-C.3.d, ISTE-NETS-C.3.g). Instructional Design Instructional design is a topic that appears in many courses throughout the program. In EDMT 603, I worked on two projects that I would like to focus on for this section. In the first, I worked with a group of struggling students. I researched different educational technologies that could help them overcome their struggles. I discuss this process in the action research project summary that I wrote. By having students become more involved and active in their learning, most students in the group were able to raise their scores significantly. I also worked with a team of teachers, based on their needs, developed individualized goals for each of them involving better use of their SMART Boards in my professional development project, as discussed above (ISTE-NETS-C.2.f, ISTE-NETS-C.3.g, ISTE-NETS-C.6.c, ISTE-NETS-C.2.a, ISTE-NETS-C.2.b). In EDMT 602 and 653, I looked into some foundational pieces of learning theories. In EDMT 602, the writing assignment focused on professional learning that I have received and how it related to constructivism. The writing assignment for EDMT 653 was focused on the psychology of learning and also touches upon constructivism as well as problem-based learning. I also looked at the definition and history of instructional design in EDMT 653. Instructional design has evolved much over the years, often based on historical events. I created visual concept maps for both the definition and the history of instructional design to go along with my summary of the readings (ISTE-NETS-C.2.f, ISTE-NETS-C.4.c). While technology has the capacity to enhance student learning, it must be paired with sound instructional design. One of the classes that I took, which was not focused on technology, was EDPS 603. It instead focused on the principles of learning. Much research has but done on how the brain works and how humans learn. As a culmination of what I have learned both in the class and through outside readings, I wrote a paper on brain-based learning. Teachers should be well aware of many of the principles discussed in this class so that they can utilize them to improve student learning. Some of them are quite simple, while others involve practice (ISTE-NETS-C.2.f, ISTE-NETS-C.4.c). Research on Educational Technology It is important to stay on top of current research in order to remain effective. In every course that I have completed in the EDMT program, I was required to conduct research on educational technology. This has strengthened by ability to undergo academic research using databases to find relevant, peer-edited journals. It also has helped to train me in what to look for when reviewing research studies, including the methodology, limitations, conclusions, etc. The first course that I completed in the graduate program was EDPS 667. In it, I completed my first review of research. The topic was the impact of technology on student learning and motivation. I read through numerous studies and come to the conclusion, based on the research that I had done, that technology can have a huge impact on students' achievement and engagement (ISTE-NETS-C.4.c, ISTE-NETS-C.6.b). While this was a very difficult assignment, I feel that I took away much from the experience. The state of Michigan was one of the first states to require online learning as part of its high school graduation requirements. In EDMT 628, I researched this topic and prepared an opinion paper about the benefits of online learning. To write this paper, I researched Michigan Virtual University, as well as, other scholarly articles. It is my belief that online learning can increase student achievement, but just as in a traditional classroom, the teaching methods that are used are what will ultimately determine success or failure (ISTE-NETS-C.6.a, MI-EMU-ADV-CF.1.5, MI-EMU-ADV-CF.2.5). In EDMT 603, I completed a review of research on the best ways to help teachers (and students) learn. The paper was however specifically focused on how to make professional development in math most effective. As my building's department chair, my district's cohort leader and a technology mentor, I picked up many useful ideas which I was able to use to help me build my capacity to deliver better professional development to teachers in my school and district (ISTE-NETS-C.2.f, ISTE-NETS-C.4.b, ISTE-NETS-C.2.d, MI-EMU-ADV-CF.1.1, MI-EMU-ADV-CF.2.4). Much has changed in the realm of educator over the past century. Instruction design has been shaped by the history of our country. War, technological advances, political pressures have all had an impact on where we are today, in terms of education. In EDMT 653, I looked at the definition and history of instructional design. It was very interesting to see how the definition has evolved over the years, molded by the previously mentioned events (ISTE-NETS-C.6.c). Hardware, Software and Facilities Management Hardware and software are vital pieces to educational technology. I have learned a great deal about both throughout my studies. One of the more technical classes that I took was EDMT 627. In it, I completed hardware assignment, where I explained the function of many different parts of a computer (ISTE-NETS-C.3.e, ISTE-NETS-C.3.f). I also completed a review of a networking book, which taught me a great deal about routers, network configurations, wifi and networking in general. I have definitely broadened my understanding of how computers network based on my review of the topic (ISTE-NETS-C.3.e, ISTE-NETS-C.3.f). Another assignment that I worked on in EDMT 627 was a review of a book on mac OS X 10.9. As a former Apple store employee and a technology enthusiast, I throughly enjoy learning about some of the more technical aspects of the operating system. I learned a lot about my personal computer. Lastly, as mentioned on other pages, I also completed a school technology budget, involving purchasing equipment to fit the needs of the school. This project was done in a group. We made an interactive Excel spreadsheet, which allows the user to manipulate some perimeters to come up with a total technology cost (ISTE-NETS-C.1.a, ISTE-NETS-C.1.b, ISTE-NETS-C.1.c, ISTE-NETS-C.1.d, ISTE-NETS-C.3.d, MI-EMU-ADV-CF.1.3). In EDPS 653, I reviewed the National Education Technology Plan (NETP). The plan discusses different instructional uses for hardware and software, focusing on mobile devices and software which will help to enhance learning and develop critical thinking using authentic real-world problems (ISTE-NETS-C.1.a,ISTE-NETS-C.1.b). With hardware and software constantly changing, it can be hard to remain on top of things. I worked on creating a technology and student-centered learning handbook to help organize a variety of software and hardware that I learned about in EDMT 602. Many of the programs were new to me and exciting to learn about. Some examples of software titles that I learned about include: Bubble.us, Educreations, Oodoo, Inspiration and Wikispaces. As a technology integrator, I am always looked for new applications and software to use in both my classroom and those of my fellow teachers (ISTE-NETS-C.2.d). Visionary Leadership Both of the assignments that I will be discussing in this section have already been mentioned on this page, but they fit very well under this theme. The National Education Technology Plan (NETP), that I wrote for EDMT 653 helps to showcase the need for schools to be increasing their capacities for educational technology. Teachers must incorporate technology into their lessons or risk their students falling behind the rest of the country. We need to, as a society, address funding issues to both public schools in general and specifically lower socio-economic areas. Students need to be exposed to technology and infuse it into their learning. It is no doubt what that will use in the real world, so we need to prepare them for it in their public schooling experience (ISTE-NETS-C.1.a, ISTE-NETS-C.6.b). Lastly, I reviewed my district's technology plan in EDMT 627. It was powerful to read a very well-thought out plan that many people in my district put many hours into. Having read it, I feel that I have a clear sense of the direction my district is headed in, including: budgeting, accessibilities for students that need it, hardware and software plans, information on technology integration, our technology goals, etc. I also enjoyed being about to critique it and offer suggests to help improve it (ISTE-NETS-C.1.c, ISTE-NETS-C.1.d). Much like the NETP, I was unaware that my district had a technology plan until I completed this assignment. Technology has the potential to help students learn better, when paired with proper teaching methods. Through my studies in the EDMT program, I feel that I have grown immensely in the areas of: Collaboration / Making Change, Broad Knowledge of the Field of Educational Technology, Understanding of Technology Infusion / Digital Age Leaning Environments, Instructional Design, Research on Educational Technology, Hardware, Software and Facilities Management and Visionary Leadership. |
StandardsNETS-C (Coaching)
ISTE-NETS-C.1 Visionary Leadership: Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment. ISTE-NETS-C.1.a Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students ISTE-NETS-C.1.b Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels ISTE-NETS-C.1.c Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines ISTE-NETS-C.1.d Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms ISTE-NETS-C.2 Teaching, Learning, & Assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. ISTE-NETS-C.2.a Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards ISTE-NETS-C.2.b Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students ISTE-NETS-C.2.c Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience ISTE-NETS-C.2.d Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and self- regulation) ISTE-NETS-C.2.e Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals ISTE-NETS-C.2.f Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences ISTE-NETS-C.3 Digital Age Learning Environments: Technology coaches create and support effective digital-age learning environments to maximize the learning of all students. ISTE-NETS-C.3.a Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments ISTE-NETS-C.3.b Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments ISTE-NETS-C.3.c Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators ISTE-NETS-C.3.d Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning ISTE-NETS-C.3.e Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments ISTE-NETS-C.3.f Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure ISTE-NETS-C.3.g Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community ISTE-NETS-C.4 Professional Development & Program Evaluation: Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. ISTE-NETS-C.4.a Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning ISTE-NETS-C.4.b Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment ISTE-NETS-C.4.c Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning ISTE-NETS-C.6 Content Knowledge and Professional Growth: Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise. ISTE-NETS-C.6.a Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS·S and NETS·T ISTE-NETS-C.6.b Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice ISTE-NETS-C.6.c Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences College of Education Dispositions MI-EMU-ADV-CF.1.1 Use research, when appropriate, to solve problems and/or make professional decisions MI-EMU-ADV-CF.1.2 Engage in reflective inquiry to solve problems and/or make professional decisions MI-EMU-ADV-CF.1.3 Use knowledge of human learning and development to solve problems and/or make professional decisions MI-EMU-ADV-CF.1.4 Use knowledge of diversity and cultural context to solve problems and/or make professional decisions MI-EMU-ADV-CF.1.5 Use knowledge of professional knowledge (i.e. subject knowledge) to solve problems and/or make professional decisions MI-EMU-ADV-CF.2.1 Be educational leaders by communicating effectively with others MI-EMU-ADV-CF.2.2 Be educational leaders by working collaboratively with others MI-EMU-ADV-CF.2.3 Be educational leaders by using technology effectively in their professional setting(s) MI-EMU-ADV-CF.2.4 Be educational leaders by demonstrating behaviors that are consistent with exemplary professional practice for their field MI-EMU-ADV-CF.2.5 Be educational leaders by advocating for children, young adults, and/or other constituents (as appropriate) MI-EMU-ADV-CF.2.6 Be educational leaders by documenting continuous growth/development as a professional |