Electronic PortfolioSpecialist in Education

Media and Instructional Technology

University of West Georgia

Erica C. BoswellSpring 2011

Table of Contents Introduction Purpose Initial SWOT Analysis Program Coursework NETS and Conceptual Framework Form Disposition Rubric Field Experiences Curriculum Vita Final SWOT Analysis

Navigation: On each page, you will see tabs at the bottom that will enable you to navigate the portfolio. In the coursework section, you can utilize your right arrow key to move from one course to the next or you can return to Program Coursework Menu each time.

IntroductionI teach 7th grade math at Winder-Barrow Middle School. In addition to teaching, I also coach cross-country and serve as the school-wide math chairperson. I serve on the WBMS School Council, a team made up of my principal, another teacher, two parents, and two community members. I have been teaching at WBMS for 7 years. I spent my first year at Winder-Barrow in a math connections class and the next five in an eighth grade math and language arts classroom. I am finishing my first year in a seventh grade math classroom. I look forward to the opportunity to participate in leadership positions within my school and hope to, one day, move into administration.

I have been married for four years to my husband, Chris, and we have a 20-month old son Ian. We also have two dogs – Haley and Jackson.

I enjoy spending time with my great group of friends and family. I like to read, play games, and watch sports – especially Georgia football. I enjoy experiencing new things – new restaurants, new foods, new places.

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NETS Framework, Disposition, Field

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PurposeThe purpose of this electronic portfolio is to provide you with a snapshot of my coursework through my five semesters at the University of West Georgia while pursuing my EdS degree in Media and Instructional Technology. This portfolio is arranged by class to demonstrate my abilities as a student and my growth as a learner. You will have the chance to see one to two projects for each course.

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Introduction

Initial SWOT

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Final SWOT

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NETS Framework, Disposition, Field

Experiences, and Vita

Initial SWOT AnalysisArtifact:

SWOT AnalysisCompleted for MEDT

7463Fall 2010

The SWOT Analysis was one of the most self-reflective and thought provoking analysis that I have ever completed. Being required to investigate my own strengths, weaknesses, opportunities, threats, and create personal goals really forced me to think of ways that I can use my strengths and learn from my weaknesses to become a better teacher and advocate of technology. As the teacher, I am in a position of enhancing the education of my students through technology in the classroom. They are submerged in technology throughout every aspect of their lives. Why should school be any different?

It makes me wonder where else in life we might be better off completing an analysis of our strengths and weaknesses. If teachers were required each year to document their strengths, weaknesses, obstacles and threats to their teaching, and their own personal goals, would provide them with the chance to learn and become better at their jobs? I think so. Table of Contents

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Program CourseworkMEDT 8461 – Diffusion of InnovationMEDT 7464 – Integrating Technology into the Classroom

MEDT 7461 – Instructional DesignCEPD 8102 – Lifespan Human DevelopmentMEDT 7468 – Introduction to MultimediaMEDT 8484 – Research Seminar 1MEDT 8463 – Issues in Instructional TechnologyMEDT 7467 – Web Design for InstructionMEDT 8480 – Program EvaluationTable of

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SWOT Analysis

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MEDT 8461: Diffusions of Innovation

Artifact: Stakeholder Interview

Standard: TL-VIII b

Artifact: Diffusions

of Classworks

Standard: TL-VII b

Within a school, there are stakeholders who are affected by the decisions made by the various levels of administration. For this project, I chose to conduct my interview with my school media specialist, Mrs. Marianne Green. She provided me with information about her job and helped me to understand the many different roles that she plays within the building. Since stakeholders are the people who are directly affected by the decisions made, it is important than we have an understanding of the ways that changes are managed within the school.

Through my interview with Mrs. Green, I have been able to look at her job and how decisions affect the media center in a different way.

When a county is deciding how to improve student achievement, they often look to purchase or utilize new programs. However, when implementing a new program, it is important to be aware of the available resources when trying to make choices regarding program options. Classworks is a computer-based program that is used in Barrow County Schools to improve student achievement. This report outlined the way in which Classworks was implemented in Winder-Barrow Middle School. Within the report, I spoke with administration and viewed the current literature regarding the way in which Classworks was brought to Barrow County. As technology leaders in our schools, we should be willing to be involved in decisions regarding the implementation of new technologies.

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MEDT 7464: Integrating Technology

Artifact: Comic

Life Example

Standard:

TL-VI e

Artifact: Project Based Learning Proposal

Standard:

TL-III eThis project was one example of an innovative technology learned during my initial semester in the program. Comic Life was a program that we were able to try out for free. In fact, I liked it so much that I bought the program! We were to use Comic Life to create a sample assessment tool. I utilized photographs and clip art to create a Pythagorean Theorem problem. A student could easily use this type of project to show their knowledge, rather than relying on a traditional pencil and paper test.

These types of alternative assessments could easily be modified to fit any curriculum. Comic Life is only one example of how teachers can easily incorporate Web 2.0 applications into the classroom.

Through this project, I created a unit plan based on a fourth grade social studies standard. I do not teach fourth grade or social studies, so the creation of this unit really required me to think outside of the box in deciding the activities to complete.

Through the completion of this activity, I showed my knowledge in various areas of education and educational technology. I had to rely on my general education training on the types of activities and discussions needed to enhance the education of students at any level. Additionally, I was able to call upon my knowledge of technological programs and utilize Microsoft Publisher and ComicLife as alternate assessment opportunities for students.

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MEDT 7461: Instructional Design

Artifact: “Square Up:” A Student-Centered Activity

Standard:

TL-III c

Artifact: Classworks … In the Works! Final

Poster

Standard:

TL-VIII aThis project was created as an extension

to a project about the use of Classworks, a computer-based remediation program. The aim of the project was to allow students the opportunity to investigate square roots and perfect squares using technology, such as Microsoft Excel, to display their understanding.

Through the development of this project, I was able to advocate for the use of even basic technologies to enhance the learning of the students. As I completed this project, I was amazed at how utilizing a spreadsheet program (such as Excel) could help to clarify the often confusing task of approximating square roots.

The final component of the Classworks … In the Works! project was to create a culminating poster using Microsoft PowerPoint. This poster displays the important information from each part of the project – the case scenario, the professional development workshop, and the student centered activity. Additionally, curricular connections, lessons learned, and recommended resources were displayed on this poster. This project was created to make Classworks a more accessible program for teachers.

The creation of this poster accurately shows my knowledge in several areas – PowerPoint, research, content standards. It is critical that, as EdS candidates, we show that we are adept in multiple areas of technology and teaching.

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CEPD 8102: Lifespan Human Development

Artifact: Final Project

Conceptual Framework Descriptors: 6 and 7For the final project in CEPD 8102, I was to find real life examples of issues covered in class. Throughout the semester, we covered a variety of issues regarding human development – from infancy to the elderly and everywhere in between.

This project was extremely interesting to complete. I utilized images from the internet and a poem to highlight body image issues. I also utilized photographs, books, and media images. This project allowed me to apply the information that I had learned throughout the course to things from my own experiences.

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MEDT 7468: Introduction to Multimedia

Artifact: The Princess and the Pea … an e-book

Standard:

TL-III a

Artifact: WBMS Detention Google Docs: A How-to

Standard:TL-VIII eThis project was an excellent way to

apply the various multimedia elements learned throughout MEDT 7468. It was a lot of work, but it ended up being quite rewarding. Having students complete or experience a project like this would address many of the ELA/Reading content standards and various other technology standards in almost every grade level. Additionally, students could easily be grouped and draw on their individual talents, whether it be the technology, the writing, or the drawing.

In each classroom, there are students of varying ability levels. From gifted students or special needs students to those who struggle with the English language, each of these groups could benefit from taking part in the e-book experience.

This year, we implemented Google Docs in many areas – athletic grade reports, detention scheduling, ELL documents, etc. When I presented the idea of utilizing Google Docs for scheduling detention, my administration was concerned with the comfort level of some of the faculty members. As a training resource, I created this presentation. From the layout of the slides to the use of action buttons, the skills learned during MEDT 7468 enabled me to effectively create this “how-to” presentation.

I decided to walk the faculty members through each stage of the process – setting up an account, accessing the docs, etc – while enabling people to skip the parts that they did not need.

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MEDT 8484: Research Seminar I

Artifact: Literature Review

Standard:

TL-I b

Artifact: Reflective Essay

Conceptual Frameworks:

2, 10This literature review was completed after researching and mapping a variety of articles seeking to answer the question, “Does the utilization of technology in the classroom aid in the learning of students?” This assignment allowed me the chance to conduct research on a technological innovation in education and report on this existing research. I found that creating a “map” of the literature before completing the review helped me to organize my thinking and present the articles in a logical manner.

The completion of this assignment has given me the chance to demonstrate the ways in which technology can enhance and affect the educational environment for students.

Throughout my BSEd and MEd, I have been mostly asked to analyze and use the results of the research. This class gave me the opportunity to learn more about the actual research procedure. This class served as a segue into Program Evaluation. While the focus of the classes was different, the idea of research and evaluating the research carried from one class to the next.

The completion of this reflective essay allowed me to hone in on the unique experiences and opportunities afforded to me by this course. My career plans involved a doctorate degree and a job in administration. I know that the skills learned during this course will help to pave the road to those goals.

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MEDT 8463: Issues in Instructional Technology

Artifact: Techtip

: Google Docs

Standard:

TL-II e

Artifact: Google Docs: A Communication

Innovation

Standard:

TL-V bGoogle Docs is a resource with numerous capabilities in an educational setting. Utilization of Google Docs allows teachers the chance to share educational documents with each other and monitor student learning. One use of Google Docs in my school is for monitoring ELL students through quarterly progress reports. Rather than collecting a lot of paperwork and hunt down reports, the ELL teacher is able to electronically send one document. It is a time saver and makes using multi-user documents efficient.

Google Docs are, at their core, a collaborative document. No matter the use, the beauty of Google Docs is their offering an opportunity for teachers to collaborate with ease.

This essay was written as an opportunity to inform others about the benefits to Google Docs. In creating this essay, I relied on both my own knowledge and the information contained within the Google website regarding their document applications. This type of evaluative report serves to inform others about different technologies available.

As teachers, we have a responsibility to share resources and ideas with each other. As a leader in my school, it is important to educate other teachers on the options available in the realm of technology. Google Docs has been such an important part of my EdS education, and I am eager to share it with anyone who will listen.

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MEDT 7467: Web Design for Instruction

Artifact: Geometry Webpage

Standard:

TL-III b

Artifact: Word Problem

Webquest

Standard:

TL-VI bAs a culminating project, we were to create a curriculum specific webpage. As a teacher new to the 7th grade curriculum this year, I chose to focus on how I could create a webpage that would benefit in the instruction of similarity and congruence. This webpage is learning-center, and it is designed to allow for differentiation in the classroom. The activities are leveled, and students are required to select two activities from each of three levels. This takes into account the differing abilities of all of the students in the classroom.

It is important that teachers are aware that students excel in different areas, and we should strive to allow students an opportunity to use their strengths.

Students often struggle with word problems and figuring out how to work their way through all of the words to figure out what math they are supposed to do. Teachers try to help them by providing them with key words, etc, but until the student starts to make meaning of the words, the student will continue to struggle. This webquest was created to provide students with a unique way of exploring different types of word problems. The teacher is offered a rubric in order to evaluate the students and their learning.

The understanding of word problems is a skill critical to success in algebra. The utilization of this webquest provides the teacher with an opportunity to be proactive in the education of his or her students.

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MEDT 8480: Program Evaluation

Artifact: Evaluation Plan

Standard:

TL-VIII d

Artifact: Evaluation Report

Standard:TL-VII c

During this course, we were to create a plan for the evaluation project that we hoped to complete. This plan was then submitted to both the instructor and the client. An evaluation plan is the first step in the evaluation of any program. Any time that the system is spending a substantial amount of time and/or money on a program, it is important to evaluate it and ensure that the actual results are the same as the intended results.

The evaluation of a program is a perfect example of how members of a faculty can ensure that the programs are operating successfully. Additionally, through the survey and focus group interview, I was able to provide my client with advice on how to improve various components next year.

This year, my county chose to adopt an initiative with the aim of focusing the classroom around three components: feedback, differentiation, and assessment. For my program evaluation, I chose to focus on the feedback and assessment components of the initiative. Through this evaluation, I was able to survey 80% of the faculty members in my building and gather their responses about various aspects of feedback and assessment. I then compiled this information into a report for my client, the principal of my school. With the waning nature of educational resources, it is important that schools are wisely using funding. I was able to provide my administrator with an evaluative tool for making decisions regarding professional development for the next school year

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NETS and Conceptual Framework Form, Disposition Rubric,

Field Experiences Form, and Curriculum Vita

Field Experiences Form Updated: Spring 2011At first, I thought that it would be difficult to find five real-life examples of how I used the skills obtained during the program in the classroom. However, the more that I thought, the more examples that I was able to document. This chart shows the field experience example and how it relates to a course taken at UWG

NETS and Conceptual Framework Form

Updated: Spring 2011This document contains artifacts documenting the way in which I have fulfilled the NETS standards and COE framework as outlined by the College of Education and the Department of Media and Instructional Technology.

Disposition Rubric Updated: Spring 2011At the midpoint, we were asked to evaluate our dispositions on a number of items. At that point, I rated myself as either proficient or exemplary in all areas. In reevaluating myself at the end of my coursework, I find that I rated myself as exemplary in all fields. The coursework outlined in the EdS program has helped to propel my thinking and the ways in which I view the role of technology in education.

Curriculum Vita Updated: Spring 2011

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Final SWOT Analysis

Since only one semester has passed since I wrote my initial SWOT analysis, I did not expect there to be many changes within the paper. It seemed as though this reflection would be similar to the initial SWOT, only in different words. I was wrong. I was able to reflect on all of my courses at UWG and how they have formed my views of education, technology, and myself. I realized that I came into the EdS program with a skewed view of what instructional technology was all about. It’s not all about PowerPoint, ComicLife, or any other program. It’s about reevaluating the way that we see education and how we use technology. Putting the notes on a PowerPoint for students to copy isn’t really revolutionizing the field of education. We need to be using these programs to enhance student learning and helping to create thinkers.

We, as EdS candidates, should be helping to create changes within our schools, systems, and communities. Without advocates for technology, what hope do our students have?

Final SWOT Analysis Completed: Spring 2011

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