Bianca Becker
Professional Portfolio
Introduction to Educational Technology
This course provides hands-on experience with a variety of educational uses of microcomputers in early childhood, elementary, middle, and high schools. Review of relevant research and discussion of current issues is included.
Context
Course: EDTC 5310: Spring 2013
Instructor: Dr. Shaunna Smith
Artifact(s) Selected:
Artifact Reflection
EDTC 5310 is the introductory course in the EdTech masters that teaches students basic technololyg integration strategies, theories, and tools. For this course I have selected to highlight four artifacts.
In this course students developed a unit that they could integrate in their classroom instruction. We were also encouraged to create materials as if they would be viwed and utilized by students in an authentic aclassroom. As part of the coursework, we developed wikis, blogs, podcasts, screencasts, and digital stories
I have selected my own personal creations for each category. I developed a clasroom wiki and blog to help me manage resources, instruction, and classroom news. Students would be able to access these sites and obtain information on what we are learning in the classroom, instructional schedules, digital tools for content projects, and communicate with each other. Podcasts and screencasts were added to the classroom blog. The podcasts helped me provide weekly/monthly information to parents about classroom and campus happeinings. The screencast served as a tutorial for digital tools students could use.
This class helped fuel my passtion for technology integration in the classroom, and had me implement many of my learnings into my own classroom. As I was learning theories for practice, I simultaneously experimented and applied these projects with my students.
ISTE Standards for Teachers
1. Facilitate and Inspire Student Learning and Creativity // Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, cretvity, and innovation in both face-to-face and virtual environments. Teachers:
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(A) Promote, support, and model creative and innovative thinking and inventiveness.
2. Design & Develop Digital-Age Learning Experiences & Assessments // Teachers design, develop, and evaluate authentic learning experiences and assessmetn incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
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(A) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
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(B) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
3. Model Digital-Age Work and Learning // Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
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(A) Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
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(B) Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
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(C) Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
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(D) Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4. Promote & Model Digital Citizenship & Responsibility // Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
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(A) Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
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(C) Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
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(D) Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth & Leadership// Teachers continously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and decmonstrating the effective use of digital tools and resources. Teachers:
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(A) Participate in local and global learning communities to explore creative applications of technology to improve student learning.
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(B) Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
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(C) Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
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(D) Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
