Jean K. martin

JEAN K. MARTINFinal Program Portfolio

Ed.S Instructional TechnologyUniversity of West Georgia

May, 2011

Table of Contents Purpose

Introduction

Résumé

NETS-Technology Leadership (TL) Standards & Program Conceptual Framework Indicators with Supporting Artifacts TL-I. Technology Operations and Concepts

TL-II. Planning and Designing Learning Environments and Experiences

TL-III. Teaching, Learning, & the Curriculum

TL-IV. Assessment and Evaluation

TL-V. Productivity and Professional Practice

TL-VI. Social, Ethical, Legal, & Human Issues

TL-VII. Procedures, Policies, Planning, & Budgeting for Technology Environments

TL-VIII. Leadership and Vision

Field Projects

Reflection

Purpose

This e-portfolio highlights the graduate work that I have completed at the University of West Georgia while studying towards an Educational Specialist Degree in Media with a focus on Instructional Technology.

Introduction

Jean K. Martin

K-5 ESOL teacher Bells Ferry Elementary

School, Marietta, GA Teaching since 2000 Married with two sons in

college Enjoys reading, music,

and travel

Resume Resume

http://stu.westga.edu/~jmarti16/8480_cv_jkm.doc

Links to Tables of Standards & Artifacts(links not active at this time)

TL-I. Technology Operations & Concepts

TL-II. Planning & Designing Learning Environments & Experiences

TL.III. Teaching, Learning, & the Curriculum

TL-IV. Assessment & Evaluation

TL-V. Productivity & Professional Practice


TL- VII. Procedures, Policies, Planning, & Budgeting for Technology Environments

TL-VIII. Leadership & Vision

Field Projects

Reflection Final Reflection (to be included later via

hyperlink)

TL-I. Technology Operations & Concepts Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders:

Performance Indicator COE Conceptual Framework Indicator

Artifacts and Reflections

a. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS for Teachers 2000).

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifact: Final Portfolio of Instructional TechnologyCourse: MEDT 6401 Instructional Technology Semester: Fall, 2009 NETS Reflection:The Final Portfolio showcases a wide range of technology skills I acquired during the course I took the first semester of my program. I learned to download music files, create hyperlinks within PowerPoint, upload images, and create PDF files to name a few. Each project was centered on an aspect of instructional technology – either in my own personal learning or in projects I created for my students. Conceptual Framework Reflection:I demonstrated that I was inquisitive throughout the process of learning new technology skills. Once I learned a new skill I then identified opportunities to implement it in my instruction. I used my new knowledge and skills demonstrated in this portfolio in my classroom.

b. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change.

Artifact: Voicethread Project on Counting Back ChangeCourse: MEDT 7464 Integrating Technology into the Curriculum Semester: Fall, 2009NETS Reflection:For this project I learned a new technology and developed a presentation students could interact with creatively by recording their voice or using a drawing tool. By transforming math standards on coins into this interactive presentation, I demonstrated my commitment to keeping current with new technologies and to my continued growth in knowledge and skill.Conceptual Framework Reflection: This project incorporates listening, speaking, reading, and writing into the instruction and therefore removes potential barriers of literacy and limited English proficiency to this educational experience.

http://stu.westga.edu/~jmarti16/6401_finalportfolio_jkm

http://voicethread.com/#u479088.b608921.i3243831

http://voicethread.com/#u479088.b608921.i3243831


Educational technology leaders plan, design, and model effective learning environments and multiple experiences supported by technology. Educational technology leaders:

Performance Indicator

COE Conceptual Framework Indicator


a. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

Knowledgeable: The candidate should be able to demonstrate general knowledge inherent in a liberal arts curriculum, advanced knowledge in content areas, and specific knowledge in professional education for the implementation of transformational systemic change.

Artifact: Movie project using 3rd grade science standardsCourse: MEDT 7470 Videotape Production and UtilizationSemester: Spring, 2010NETS Reflection: This project incorporates third grade science standards on the adaptations animals in Georgia make to live in their habitat. It provides a simple example for students to use when creating their own digital story on this topic. By combining research, images, text, and sound, students have choice and support as they develop their projects. For this reason, diverse student learning needs can be supported through this project. Conceptual Framework Reflection: Student-created digital stories could be a powerful learning tool. By incorporating this technology into multiple science standards, I demonstrated the potential of the technology as a instructional strategy for diverse learners.

b. Apply current research on teaching and learning with technology when planning learning environments and experiences.

Artifact: Course:Semester:NETS Reflection:Conceptual Framework Reflection:

http://stu.westga.edu/~jmarti16/7470vp2jkm







c. Identify and locate technology resources and evaluate them for accuracy and suitability.

Reflective: The candidate should be able to demonstrate critical thinking skills in the diagnosis and prescription for transformational systemic change.

Artifact: The Big Three Questions Directed at ELLIS Kids Software SuiteCourse: MEDT 8461 Diffusion of Innovation Semester: Spring, 2010NETS Reflection: I evaluated the English language software ELLIS for its instructional value in current content-based ESOL programs. I showed comprehensive knowledge of the current instructional environment in my evaluation of the suitability of this software suite.Conceptual Framework Reflection: Critical thinking skills were an integral aspect of this paper as I evaluated the software suite for use in an elementary ESOL setting. My recommendations were insightful and would be useful to future implementation decisions.

d. Plan for the management of technology resources within the context of learning activities.


http://stu.westga.edu/~jmarti16/8463_project5_jkm






e. Plan strategies to manage student learning in a technology-enhanced environment.


f. Identify and apply instructional design principles associated with the development of technology resources.

Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change

Artifact: Audacity Tutorial Course: MEDT 7461 Instructional Design Semester: Spring 2010NETS Reflection:I used the knowledge I gained in my studies in instructional design to create a tutorial in MovieMaker software for the recording software Audacity. It was designed specifically for busy teachers who are not familiar with the software, but want to record their student’s voices for instructional projects such as digital storytelling.Conceptual Framework Reflection:I analyzed the needs of teachers and their students before designing this video tutorial. The tutorial is brief and provides just enough knowledge for them to use Audacity to record voices. I demonstrate my awareness and understanding of these two potential users of the tutorial and provide them an appropriate amount of support in my design so they would be confident when using the software.

http://stu.westga.edu/~jmarti16/7461_module2_jkm_audacity

TL-III. Teaching, Learning, & the CurriculumEducational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders:



a. Facilitate technology-enhanced experiences that address content standards and student technology standards.

Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic change.

Artifact: Using Digital Storytelling to Strengthen Informational Writing Course: MEDT 7461 Instructional DesignSemester Summer 2010NETS Reflection: In this professional development module, I incorporate the GPS for informational writing in grades 3-5 and show how digital storytelling could be used in writing instruction. Content standards and technology standards are combined in a sample student lesson while participants themselves learn how to use the technology for the project.Conceptual Framework Reflection: The session was created for professional learners with little experience with the software Moviemaker or Audacity. The module is designed with guided practice and opportunities to work at one’s own pace. This module therefore demonstrates my flexibility with a wide variety of learners. I also promote instruction that could be transformational for students when implemented.

b. Use technology to support learner-centered strategies that address the diverse needs of students.

Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change.

Artifact: Math Position Words with BanditCourse: MEDT 6401 Instructional TechnologySemester: Fall, 2009NETS Reflection: This project was created for a first grade class made up of 10 English language students and 6 native English speakers. All students demonstrated position words and their Q2 math vocabulary as outlined in the GPS are included in this presentation with the school mascot, Bandit. Each student completed reading, writing, listening, and speaking activities using these photographs. By the end of the lessons, most students could read and understand this vocabulary and apply it to their math work. The visual support addressed the needs of the English language learners for comprehension, and the reading and writing activities addressed the needs of all students to read the words. The students who were more advanced in reading and writing wrote complete sentences which reinforced writing conventions and sentence structure.Conceptual Framework Reflection: Comprehension is the heart of learning new vocabulary and concepts. This project enabled students with different learning needs participate in an inclusive class project with differentiated instructional activities.

http://stu.westga.edu/~jmarti16/7461_module1_jkm

TL-III. Teaching, Learning, & the CurriculumEducational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders:




c. Apply technology to demonstrate students' higher-order skills and creativity.

Culturally Sensitive: The candidate should be able to develop awareness and understanding of individual and group differences when diagnosing and prescribing transformational systemic change.

Artifact: Kidspiration Project on US dollar Course: MEDT 6401 Instructional TechnologySemester: Fall,2009NETS Reflection: By creating a thinking map of U.S. coins, students demonstrate the skill of synthesizing by reorganizing elements into a new pattern. Conceptual Framework Reflection: All students moving to the U.S. from another country need to learn and/or demonstrate an understanding of the U.S. monetary system as part of their mathematics and economics studies. This activity demonstrates sensitivity to other cultures because it can be modified to be an activity or assessment for any age student study and produces a product that can also be used as reference material.

d. Manage student learning activities in a technology-enhanced environment.

Artifact: Course: Semester:

http://stu.westga.edu/~jmarti16/6401_kidspiration_project2_jkm

TL-III. Teaching, Learning, & the CurriculumEducational technology leaders model, design, and disseminate plans that include methods and strategies for applying

technology to maximize student learning. Educational technology leaders:




e. Use current research and district/state/national content and technology standards to build lessons and units of instruction.


Artifact: The Giving Tree Lesson Outline Course: MEDT 7461 Instructional DesignSemester: Summer, 2010NETS Reflection: In this lesson outline I demonstrated my understanding of curriculum planning and incorporated the standards of multiple sources to create a plan for instruction.Conceptual Framework Reflection:I identified GPS across the curriculum and grade levels that could use The Giving Tree as an instructional resource. I then applied AASL Standards for the 21st Century Learner and NETS Technology Standards for Students in the lesson outline. This demonstrated my ability to be flexible and adaptive when meeting planning for a wide variety of learners and objectives for change.

http://stu.westga.edu/~jmarti16/7461_partoneformstudentinstruction_jkm

TL-IV. Assessment and EvaluationEducational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders:




a. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.

Collaborative: The candidate should be able to develop skills to work effectively with various stakeholders involved in the educational process that will bring about transformational systemic change.

Artifact: Demonstrating First Grade Technology Standards with Bandit Course: Skills Learned in MEDT 6401 Instructional TechnologySemester: Fall, 2009 (Project created May, 2010)NETS Reflection: This project is a student assessment of 1st grade technology skills. Each student imported a picture of themselves into a PowerPoint slide and created and entered a sentence demonstrating all required technology and ELA convention standards the final 9 weeks of school. The students enjoyed sharing each other’s work in the presentation and then they took it home on a CD at the end of the school year to share with their families.Conceptual Framework Reflection: With this project, I shared my ideas for this project as an assessment and the classroom teacher agreed to support my efforts with the entire class, not just my caseload of ESOL students. I was able to work with each student individual student as they practiced the skills and then completed the assessment. The classroom teacher and I collaborated to schedule the learning and assessment and all students met the technology standard on the report card. I also recorded students each reading their sentence and included the voice clips in the presentation as an additional request of the classroom teacher. It was a successful collaborate effort as a learning tool, an assessment, and as a keepsake for the students.

http://stu.westga.edu/~jmarti16/jkm_demonstrating_1st_grade_technology





b. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.


Artifact: Learner Survey from In-serviceCourse: MEDT 7461 Instructional DesignSemester: Summer, 2010NETS Reflection: This survey was designed using Google docs to collect participant feedback after an in-service session on using digital storytelling. The results would be collected from each participant automatically for convenient review and interpretation.Conceptual Framework Reflection: This survey process is collaborative in that it asks for participant feedback with the objective of improving future professional development sessions to meet the learning needs of the participants. The session was designed for teachers who might be reluctant to attempt a digital storytelling project with their class. Using the survey as a dialogue tool demonstrates a willingness for true collaboration whereby the participant has a voice in shaping future trainings.

http://stu.westga.edu/~jmarti16/7461_learnersurvey_jkm





c. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change.

Artifact: Three Long Cane Middle School Project AssessmentsCourse: MEDT 7464 Integrating Technology into the Curriculum Semester: Fall, 2009NETS Reflection: These assessments were created for 6th graders in a middle school where 24% of students did not meet requirements in math and 11% of students did not meet requirements in reading in 2009. As a project-based learning team, we decided that vocabulary would be our target for improvement. The three assessments (pre, formative, and summative) I developed for a science project-based learning experience demonstrate multiple methods of evaluation.Conceptual Framework Reflection: These assessments indicate I am proactive to remove barriers to student learning. By identifying unknown vocabulary at the beginning of the project and planning for explicit vocabulary instruction and assessment, the project becomes accessible to all students from the beginning and student learning throughout the project is enhanced.

http://stu.westga.edu/~jmarti16/7464_3assessments_waterproject_jkm


Educational technology leaders design, develop, evaluate and model products created using technology resources to improve and enhance their productivity and professional practice. Educational technology leaders:


COE Conceptual Framework

Indicator


a. Use technology resources to engage in ongoing professional development and lifelong learning.

Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change.

Artifact: SAM Course Results SpreadsheetCourse: MEDT 6401 Instructional TechnologySemester: Fall, 2009NETS Reflection: I completed an on-line course on software in the Microsoft Office 2007 suite learning the new features and ribbon system within each newly designed software package. The successful completion of this course and the attached results spreadsheet created in Excel 2007 demonstrate my use of technology to engage in professional development and livelong learning.Conceptual Framework Reflection: By completing this course I demonstrated that I am inquisitive and learned new skills to use the latest version of this software. I am also developing a “tinkering” disposition to try to find new ways to use software to meet my needs.

b. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.


http://stu.westga.edu/~jmarti16/6401_project8_jkm.xlsx





Indicator


c. Apply technology to increase productivity.

Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change.

Artifact: Google doc for Group Projects Course: MEDT 7464 Integrating Technology into the Curriculum Semester: Spring 2009NETS Reflection: Our team of 5 members worked throughout the semester to collaborate on required group projects. We started the semester using group conference telephone calls and learned to use this collaborative technology to improve our productivity. The attached PDF of our Google doc shows our communication throughout the semester. We learned to work asynchronously and improve our productivity with this technology that was new to 4 out of 5 of us. Conceptual Framework Reflection: I was the first project leader of the semester, a position that rotated throughout the semester. I established clear written communication and timelines so that each team member knew what was expected after they selected their areas of responsibility for our project. At any given time during the project, each member knew the status and next steps. In these ways I demonstrated effective leadership skills.

http://stu.westga.edu/~jmarti16/7464_google_%20doc_jkm.pdf





Indicator


d. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.


Artifact: Course BlogCourse: MEDT 7464 Integrating Technology into the CurriculumSemester: Fall, 2009NETS Reflection: In this blog I demonstrate my use of technology to communicate with my graduate school peers and the larger community on coursework and resources designed to nurture student learning.Conceptual Framework Reflection: I show that I am collaborative in my required posts, reflections, and in the additional features, such as websites for teachers, I added to my blog.

http://elementarygradessuccess.blogspot.com/


Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. Educational technology leaders:




a. Model and teach legal and ethical practice related to technology use.

Empathetic: The candidate should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change.

Artifact: Digital Library of Georgia Course: MEDT 7461 Instructional DesignSemester: Spring, 2010NETS Reflection: This instructional in-service was created for third grade teachers in Georgia to familiarize them with the Digital Library of Georgia and provide examples of how this resource would support student learning of the science standards. It includes instructions on how to determine if an image is available to use in student work and how to give proper credit to the image in the presentation. Conceptual Framework Reflection: The project demonstrates empathy for the classroom teacher by supporting their learning of a new resource and providing practical examples of how it could enhance their instruction.

b. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.


http://stu.westga.edu/~jmarti16/7461_module3_jkm


Educational technology leaders understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and develop programs facilitating application of that understanding in practice throughout their district/region/state. Educational technology leaders:




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.


TL-VII. Procedures, Policies, Planning, & Budgeting for Technology Environments

Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for PK-12 schools. Educational technology leaders:



a. Use the school technology facilities and resources to implement classroom instruction.


b. Follow procedures and guidelines used in planning and purchasing technology resources.


c. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.


TL-VIII. Leadership and VisionEducational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology leaders:

Performance Indicator COE Conceptual Framework Indicator Artifacts and Reflectionsa. Identify and apply educational and technology-related research, the psychology of learning, and instructional design principles in guiding the use of computers and technology in education.

Artifact: Course: NETS Reflection:Conceptual Framework Reflection:

b. Apply strategies for and knowledge of issues related to managing the change process in schools.


Artifact: Plan to Implement Digital Storytelling in an Elementary SchoolCourse: MEDT 8461 Diffusions of InnovationSemester: Summer, 2010NETS Reflection: In this implementation plan I apply two change models to the situation and outline a plan of action that will address the anticipated factors that could impact implementation. Conceptual Framework Reflection: This outline demonstrates that I am adaptive in planning to diffuse the innovation of student-created digital storytelling in that I plan for multiple factors and have a variety of recommendations should they arise.

http://stu.westga.edu/~jmarti16/8461_project4outline_jkm

http://stu.westga.edu/~jmarti16/8461_project4outline_jkm

TL-VIII. Leadership and VisionEducational technology leaders will facilitate development of a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of the vision. Educational technology leaders:

Performance Indicator COE Conceptual Framework Indicator Artifacts and Reflectionsc. Apply effective group process skills. Artifact:

Course: NETS Reflection:Conceptual Framework Reflection:

d. Lead in the development and evaluation of district technology planning and implementation.


e. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors.


Documents

Jean K. martin