Portfolio - Masters

  • I.  Knowing the Content

     

    The professional education program provides evidence that Instructional Technology Specialist certification candidates complete a program at a bachelor’s or post-baccalaureate degree level that requires them to demonstrate their knowledge of and competence in the application of instructional technology in public school settings.  The program requires candidates to demonstrate an understanding of the fundamental and advanced concepts of instructional technology planning and applications at elementary, middle, and secondary levels (K-12) including:

     I.A.  Identification, selection, installation and maintenance of technology infrastructure, and hardware and software applications for school administration and instruction including:

    • assessment of educational and administrative technological needs,
    • design and production of media including projected and non-projected visual aids, audio and video production in both analog and digital forms, and photography using film-based and digital formats,
    • implementation and maintenance of interactive information systems, the Internet, distance learning technologies, and networks,
    • assistive technology resources for students with special needs,
    • evaluation of  the performance of hardware and software components of computer systems,
    • application of basic troubleshooting strategies

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Technology Plan, Multimedia Production Class, Schoology

    Reflection :

    In 2009 and 2010 submission of a Technology Plan for the Linsly School in Wheeling, WV.  The Technology plan assessed the current infrastructure and technology curriculum and presented a 3-year vision plan with goals of maintaining, growing and replacing components as needed.  This artifact was further refined after the GILT514 class with Dr. Carbonara.  The addition of an LMS allowed inservices and tutorials to be provided to both faculty and students to assist in developing both basic and more advanced technology skillsets.  The Technology Curriculum was redesigned in 2010 to create three new offerings :  Graphic Design, Multimedia Production and Intro to Programming through Interactive Worlds.  The Multimedia class allowed students to create their own digital movies using digital cameras and software editing suites.

     

     I.B.  Integrating technology into curricular planning and instructional design including:

    • research on and evaluation of existing and emerging technologies,
    • use of instructional theories and teaching models,
    • learner characteristics, developmental levels, and individual differences as related to instructional technology resources and modifications,
    • access and use telecommunications for information sharing, remote information access and retrieval, and multi-media/hypermedia publishing,
    • electronic mail and Internet resources for communications and instructional support

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Chromebooks, iPads, Hypermedia, Google Apps for Education

    Reflection :  Two emerging technologies are being explored, both of which were used in GILT 515 and 520.  The first is the introduction of Chromebooks to bolster our mobile laptop labs.  We currently have two mobile labs of 20 macbooks each.  With increased costs and the possibility of MacBooks being removed from the Apple line we are exploring other technologies.  Chromebooks are inexpensive, versatile and easy to maintain.  We are also in the beginning phases of initiating a 1 :1  iPad program at our school.  On July 19, 2011 the Technology Liaisons and I met with the Board of Trustees to discuss an outline for initial and futures phases of integration.  In 2010 we adopted email, shared calendars and documents through the Google Apps for Education suite of software.  The email is branded to the linsly.org domain but still functions as a typical Gmail account.

     

     I.C.  Management and administration of technology programs at the building, district and regional levels including:

    • planning and utilization of facilities including, budgeting, accounting, and program reporting, grantsmanship, personnel administration, and staff development,
    • preparing presentations for parents, administrators, school boards, and the public,
    • monitoring and evaluating technology plans

    Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) : Hillman Grant, Technology Plan

     Reflection :  The Hillman Grant enabled Linsly School to recieve enough funds to put a new MacBook into every faculty member’s hands as well as outfitting the school with two mobile labs of macbooks.

     

     I.D.  Research, problem solving and product development of technological applications including:

    ·         basic principles of instructional design associated with the development of instructional technology materials,

    ·         emerging programming, authoring, and problem solving environments including team and collaborative projects such as on-line workgroups,

    ·         designing and publishing on-line documents that present information and include links to critical resources

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  MUSH Programming, Wiki

     Reflection :  Two areas of group work and collaboration were demonstrated in the programming class and the Human Geography class.  The programming course explored the realm of game design and students were put in a text-based game that the instructor made to ‘look’ like the school.  The instructor met his students within the game and lectured ‘virtually’ teaching his students how to program and build objects and rooms within the game.   The technology department also assisted the human geography teacher in creating a wiki where her students would post and edit information

     


    II.  Performances

     

    The professional education program provides evidence that competencies and exit criteria for Instructional Technology Specialist certification candidates are assessed in coursework, field experiences, portfolios from previous employment and an internship.  The program also provides evidence that the candidates demonstrate their knowledge of and competence in the delivery of instructional technology services that enhance administrative and teaching capabilities and improve student learning during a minimum of 75 hours of participation in sequential field experiences, practica, and an internship at diverse educational levels including:

     

    II.A.  Managing instructional technology services including:

    • creating an environment that fosters interest and growth in all aspects of technology,
    • establishing and maintaining rapport with all staff and students,
    • communicating high learning expectations,
    • creating a safe physical environment that is conducive to learning

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  AUP, Lab Proposal

     Reflection :  Creation of an Acceptable Use Policy that all students and faculty had to agree to and sign provided an environment of appropriate use.  We also benefited from the creation of a new Multimedia Lab where the computer science students could go without being disturbed by normal computer lab use.  The multimedia lab was only available to students enrolled in computer science, whereas the other labs could be used by anyone during free periods or signed out by teachers for class use.

     

    II.B.  Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels that utilizes technology in problem solving based upon:

    • Pennsylvania Academic Standards,
    • strengths and needs of learners at all levels of technological proficiency,
    • established technology implementation plans

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  TechBytes in Schoology and Moodle

     Reflection :  A series of online tutorials were made by the Technology Department for use by the Linsly School’s faculty and students.  These were made available on the school’s Schoology site at http://schoology.linsly.org (screenshots are provided as Schoology requires appropriate authentication).  These were created concurrent with the GILT 515 Practicum.

     

     II.C.  Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  iMovie

     Reflection :  Students in the Multimedia Class worked with teachers in other disciplines in creating department ‘showcases’.  The students seemed to enjoy the project as they had a lot of creative freedom as long as the faculty in question approved of the content.

     

    II.D.  Selecting, developing and administering assessments that utilize technological applications and involve multiple indicators of student progress and using technology to maintain records on student achievement

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Gradequick, Senior-Systems

     Reflection :  We recently switched from an in-house grading and record-keeping program to an integration between Gradequick client for faculty use and Senior Systems, a database program (similar to Blackbaud).  Gradequick offered significant improvements with record keeping and creating pre-assessments, assessments and post-assessments, all tailored by the teacher using it.

     

    II.E.  Developing leadership techniques for working with all levels of the educational community and to manage and administer instructional technology programs at the building and district levels including:

    • developing plans to assess the technological needs and resources, and to evaluate technology implementation and outcomes,
    • developing plans to configure computer/technology systems and related peripherals in laboratory, classroom clusters, and other instructional and administrative arrangements,
    • developing systems for the secure maintenance of student records

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Technology Plan, Senior Systems, LSATS, Lab Proposal

     Reflection :  Beyond the Technology Plan submitted to the headmaster, at the beginning of 2011 I submitted a new lab proposal consisting of 32 new machines to serve in the capacity of a Multimedia lab for three new classes in the Computer Science Department.  Although we were not able to purchase all 32 (we only recieved enough funding for 16), we were able to create a robust lab featuring 8 dual-boot iMacs and 8 high-end windows machines including a green screen, video cameras and software.

     

    III.  Professionalism

     The professional education program provides evidence that Instructional Technology Specialist certification candidates demonstrate knowledge and competencies that foster professionalism in school and community settings including:

     III.A.  Professional organizations, publications and resources

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) : Membership to ISTE and NAIS

     Reflection : I am a current member of NAIS and hope to be presenting at the next conference.  My interactions with conference speakers and contacts I have made at past NAIS meetings have been invaluable in my own personal development.  Howard Levin, in particular, from the Urban School made a lasting impression on me with his own efforts at a technology rich school.  I used him as a source on my wiki assignment.  ISTE is an organization rich with information and resources.

     

     III.B.  Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  AUP

     Reflection :  Linsly School utitlizes Acceptable Use Policies that both our teachers and students must adhere to before gaining network accessibility.  In addition, we have in place a Sophos web filter that blocks access to inappropriate websites.


    III.C.  Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Technology Liaisons

     Reflection :  In 2011 five technology liaisons were created to assist me in creating policies and assessing technology integration within the curriculum at Linsly School.  Each technology liaison was responsible for their grade level (grades 5-8, and one for the 9-12th grades).  We meet every two weeks to discuss the ways technology is currently being used, how it can be used better and look for ways to ‘future-proof’ the school.  They are also used to act as a filter for myself (Dir. Of Technology), assisting their peers in the classroom when needed.  They are signed out as a resource using Google Calendars (we have implemented Google Apps for Education).  The creation of these technology liaisons were outlined in the Technology Plan in GILT 514.

     


    III.D.  Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students

     Rating (circle one):  Below Basic,    Basic,   Proficient,   Advanced

     Artifact Name(s) :  Blog, Twitter

     Reflection :  Although the blog has been revised many times it has been my first point of contact for faculty, parents and students.  Links to announcements, forums, tutorials and other information I have found useful have been made available there.  I have two main twitter accounts.  One is used personally by me to share links with my peers and followers (including #edchat and #edtech channels) the other :  LinslyIT is used to give quick announcements, warning about outages or changes in services at the Linsly School.

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