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Bethany Stiefel

Bethany Stiefel. Ed.S . Instructional Technology Portfolio University of West Georgia Spring 2011. Table of Contents. Introduction Purpose SWOT Analysis Projects Program Course List Standard Overview Performance Indicators & Artifacts Disposition & Field Experience Reflection.

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Bethany Stiefel

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  1. Bethany Stiefel Ed.S. Instructional Technology Portfolio University of West Georgia Spring 2011

  2. Table of Contents • Introduction • Purpose • SWOT Analysis • Projects • Program Course List • Standard Overview • Performance Indicators & Artifacts • Disposition & Field Experience • Reflection

  3. Introduction Bethany Stiefel • Special Education Elementary School Teacher • Calhoun Elementary School, Calhoun, Georgia • Family: husband- Brooklyn, daughter on the way- Addie James • Interests: family, friends, farming, photography • Resume

  4. Purpose The purpose of this e-portfolio is to showcase the various projects that have been completed during the Instructional Technology Education Specialist Program at the University of West Georgia.

  5. SWOT Analysis • Link to SWOT Analysis

  6. Projects • Program and Portfolio Focus • Destructive Forces Website • Digital Photography Website • Voice Thread Project • Green Sense Digital Storytelling Project • Evaluation Report

  7. Program Courses • Diffusion of Innovations • Digital & 35 mm Photography • Integrating Technology Into the Curriculum • Internet Tools, Resources, & Issues • Issues in Instructions Technology • Lifespan Human Development • Program Evaluation • Research Seminar Web Design for Instruction • Web Design for Instruction

  8. Standards Table • 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

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

  10. TL-II. Planning and Designing Learning Environments and ExperiencesEducational technology leaders plan, design and model effective learning environments and multiple experiences supported by technology. Educational technology leaders:

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

  12. 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:

  13. 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:

  14. TL-VI. Social, Ethical, Legal, and Human IssuesEducational 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:

  15. TL-VII. Procedures, Policies, Planning, and Budgeting for Technology EnvironmentsEducational technology leaders coordinate development and direct implementation of technology infrastructure procedures policies, plans, and budgets for PK-12 schools. Educational technology leaders:

  16. 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:

  17. Disposition & Field Experience • Disposition • Field Experience • NETS Standards & Conceptual Framework Chart

  18. Reflections This program has helped me gain an in-depth understanding of technology and how it can be used in unlimited ways to improve not only students’ educational experiences but also teachers’ instructional experiences. I feel that I have grown tremendously through this program, not only in my own teaching practices, but also by becoming more extrinsic in my thinking. Through the content of this program I have developed a sense of “paying it forward” by wanting to share my knowledge with others. Upon completion of this program I would like to offer professional development training sessions for the staff at my school so that they, too, can fully reap the benefits of a technology-efficient classroom.

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