Instructional Technology Electronic Portfolio Deborah Wetherholt University of

Instructional Technology Electronic Portfolio Deborah Wetherholt University of West Georgia Specialist Program January 2009 - May 2010

Table of Contents n n n n About the Author Purpose of Portfolio Resume Standards Table Projects Field Experience Impact on Learning Log Reflection

About the Author I am Debbie Wetherholt from Marietta, GA. I have been teaching middle school in Cobb County for 16 years, and am currently teaching 6 th grade social studies. I also serve on the technology committee for my school. I will complete my specialist degree in Instructional Technology in May 2010. My goal is to use my newly gained knowledge to make my classroom more technology literate and engaging. I love to hike, read, travel, and explore new places. My husband is my favorite travel partner, and we have been on many great adventures together. My spare time is spent with my family. I have a son, two daughters, a daughter-in-law, and a new son-in-law. I also have two incredible grandsons who are 27 and 9 months old. Table of Contents

Table of Contents Purpose of Portfolio

Table of Contents R E S U M E

Standards Table of Contents · TL-I. Technology Operations and Concepts · TL-II. Planning and Designing Learning Environments and Experiences · TL-III. Teaching, Learning, and the Curriculum · TL-IV. Assessment and Evaluation · TL-V. Productivity and Professional Practice · TL-VI. Social, Ethical, Legal, and Human Issues · TL-VII. Procedures, Policies, Planning, and Budgeting for Technology Environments · TL-VIII. Leadership and Vision

NETS AND CONCEPTUAL FRAMEWORK PORTFOLIO CHART Name: Deborah Wetherholt UWG ID #: 917339944 Program: Ed. S. in Instructional Technology Adviser: Dr. Jason Huett Permanent Email: debwether@aol. com NETS-TECHNOLOGY LEADERSHIP STANDARDS (hot-linked for your convenience) TL-I. Technology Operations and Concepts Educational technology leaders demonstrate an advanced understanding of technology operations and concepts. Educational technology leaders: Performance Indicator COE Conceptual Framework Indicator Standards Table Artifacts and Reflections a. Demonstrate knowledge, skills, and understanding of concepts related to technology (as described in the ISTE NETS for Teachers 2000). 2. Leading Artifact Reflection b. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 3. Inquisitive Artifact Reflection

TL-II. Planning and Designing Learning Environments and Experiences 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 Standards Table Artifacts and Reflections a. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. 4. Adaptive Artifact Reflection b. Apply current research on teaching and learning with technology when planning learning environments and experiences. 2. Leading Artifact Reflection c. Identify and locate technology resources and evaluate them for accuracy and suitability. 1. Decisive Artifact Reflection d. Plan for the management of technology resources within the context of learning activities. 4. Adaptive Artifact Reflection e. Plan strategies to manage student learning in a technology-enhanced environment. 9. Proactive Artifact Reflection 2. Leading Artifact Reflection f. Identify and apply instructional design principles associated with the development of technology resources.

TL-III. Teaching, Learning, and the Curriculum Educational technology leaders model, design, and disseminate plans that include methods and strategies for applying technology to maximize student learning. Educational technology leaders: Performance Indicator a. Facilitate technology-enhanced experiences that address content standards and student technology standards. COE Conceptual Framework Indicator Standards Table Artifacts and Reflections 8. Knowledge Artifact Reflection 4. Adaptive Artifact Reflection 10. Reflective Artifact Reflection d. Manage student learning activities in a technology-enhanced environment. 1. Decisive Artifact Reflection e. Use current research and district/state/national content and technology standards to build lessons and units of instruction. 1. Decisive Artifact Reflection b. Use technology to support learnercentered strategies that address the diverse needs of students. c. Apply technology to demonstrate students' higher-order skills and creativity.

TL-IV. Assessment and Evaluation Educational technology leaders communicate research on the use of technology to implement effective assessment and evaluation strategies. Educational technology leaders: Performance Indicator COE Conceptual Framework Indicator Standards Table Artifacts and Reflections a. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. 5. Collaboration Artifact Reflection b. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 5. Collaboration Artifact Reflection c. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity. 1. Decisive Artifact Reflection

TL-V. Productivity and Professional Practice 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: Performance Indicator COE Conceptual Framework Indicator Standards Table Artifacts and Reflections a. Use technology resources to engage in ongoing professional development and lifelong learning. 3. Inquisitive Artifact Reflection b. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 10. Reflective Artifact Reflection c. Apply technology to increase productivity. 2. Leading Artifact Reflection d. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning. 2. Leading Artifact Reflection

TL-VI. Social, Ethical, Legal, and Human Issues 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: Performance Indicator COE Conceptual Framework Indicator Standards Table Artifacts and Reflections a. Model and teach legal and ethical practice related to technology use. 9. Proactive Artifact Reflection b. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 4. Adaptive Artifact Reflection c. Identify and use technology resources that affirm diversity. 4. Adaptive Artifact Reflection d. Promote safe and healthy use of technology resources. 9. Proactive Artifact Reflection e. Facilitate equitable access to technology resources for all students. 4. Adaptive Artifact Reflection

TL-VII. Procedures, Policies, Planning, and 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: Performance Indicator COE Conceptual Framework Indicator Standards Table Artifacts and Reflections a. Use the school technology facilities and resources to implement classroom instruction. 2. Leading Artifact Reflection b. Follow procedures and guidelines used in planning and purchasing technology resources. 1. Decisive Artifact Reflection c. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases. 2. Leading Artifact Reflection

TL-VIII. Leadership and Vision Educational 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 Standards Table Artifacts and Reflections a. 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. 1. Decisive Artifact Reflection b. Apply strategies for and knowledge of issues related to managing the change process in schools. 1. Decisive Artifact Reflection 2. Leading Artifact Reflection d. Lead in the development and evaluation of district technology planning and implementation. 2. Leading Artifact Reflection e. Engage in supervised field-based experiences with accomplished technology facilitators and/or directors. 2. Leading Artifact Reflection c. Apply effective group process skills.

Standards Table

Projects Project 1: Project 2: Project 3: Project 4: Project 5: Project 6: Project 7: Project 8: Project 9: Project 10: Project 11: Project 12: Project 13: Project 14: Project 15: Project 16: Project 17: Project 18: Project 19: Project 20: SAM Spreadsheet Big Three Questions Paper Addressing Diversity with Technology Collaborative Lesson Plan - Photography Website Evaluation - Pete’s Power. Point Station Technology-Based Lesson Plan Blog Internet Tools Presentation - Wordle Google Translate Gliffy Concept Map - SWOT Web Quest – Latin American Liberators Program Evaluation Plan Research Article Review Chart Retrospective Paper Google Docs Copyright Activity Interwrite Grant PTSA Grant - Scanner Collaborative Voice. Thread Flyer Diffusion and Adoption Reflection Paper - Activ. Boards Table of Contents

Table of Contents Field Experience/ Impact on Learning Log This learning achievement log highlights technology related projects that were created during the specialist degree program at the University of West Georgia. These projects were created as part of coursework or as a result of knowledge gained through a combination of courses. They impacted teaching and learning in the classroom and work environment.

Table of Contents Final Reflection Paper A self-reflective summary of how the specialist program at the University of West Georgia has impacted me professionally and personally is the topic of this paper. This reflection includes a synopsis of how the knowledge gained in this program has enhanced my strengths, helped me to overcome weaknesses, maximized opportunities, and minimized threats. Progress on goals and plans for the future also included.