| Portfolio Sample (330B Student) The links are not active, the sample is for the reflection portion. |
EDTE 330B Electronic Portfolio General Knowledge and Skills G1: Each candidate demonstrates knowledge of current basic computer hardware and software terminology. Reflection: I have a good knowledge of basic computer terminology, as I have worked on computers for many years, both professionally and privately. I am familiar with all the different types of hardware (CPU, monitor, printer, speakers, scanners, modems, keyboard, mouse, etc…). I have developed a good understanding of how computers and the internet work, learning the functions and limitations of RAM and memory, and how to download, upload, and save files to diskette or CD. I have also set up an AverMedia AVerKey iMicro PC-TV converter to display a desktop monitor application on a classroom television monitor. Artifacts: AverKey iMicro converter Projection: When I have my own classroom, I’m sure
I will face new challenges with regard to setting up a different computer
system than the one I am familiar with. But I hope
that my experiences with a few different classroom computers will be of
some benefit. I also hope to use a MAC/PC-TV converter in my own classroom
to share lessons from one computer with the entire class.
Reflection: I am fairly competent at basic care and operation of computer related hardware. I understand the importance of keep hardware clean and dust-free, so I keep everything covered when not in use. I know how to properly clean my screen, mouse, and keyboard. I have installed Norton Anti-virus in my home computer, and regularly download on-line updates. I always follow proper start-up and shut-down sequences. I try to keep files well organized in folders, routinely empty the recycle bin and defragment, and back up all documents on disk as soon as I complete or make changes to them. I have also created an emergency startup diskette. I am able to save larger files, such as this, to CD, as my new PC has a built-in CD Burner. I have a well-organized desktop, and have set up separate desktops for each of my children, using Microsoft XP, so that my important files remain relatively protected. Artifacts: Norton Antivirus
Projection: I hope to learn more about computer maintenance, perhaps in future academic technology classes and through continuing to try new projects. Most likely my children and students will also become my teachers in this department. G3: Each candidate implements basic troubleshooting techniques for computer systems and related peripheral devices (e.g. checking the connections, isolating the problem components, distinguishing between software and hardware problems) before accessing the appropriate avenue of technical support.
Reflection: Throughout my experiences with my own home computer and working with computers at school I have learned a variety of troubleshooting techniques. I have had experience with internet connection problems, printer problems, download difficulties, and RAM shortages. Of course, I always check cable and plug connections first, then particular hardware settings, and then hardware manuals. I am able to recognize some specific problems with internet that may be related to the operating software (i.e. Windows XP vs. Windows 98),and have discovered that not all operating systems or browsers interact with the internet in the same way. Projection: The more I use computers, the more I will
earn about solving technical problems. I have really only worked with
my computer at home, and a little with classroom computers at school,
but I have gained some confidence in the area of troubleshooting. I’m,
sure having a new (to me) classroom computer system to deal with will,
in turn, present some new challenges.
Reflection: From my paraprofessional experience in the classroom, I have observed and assisted teachers in using computer technology for various purposes. I have assisted Mrs. Addington’s 5th graders with graphing results of their Math survey projects using Cruncher tutorial software. I have also assisted them with using Encarta software and the internet for research and to creating PowerPoint presentations. I created a unit on Economics for 2nd graders that includes a visit to Econopolis, an interactive, educational website designed to help teach children basic economic concepts. I have also utilized Taskstream and other on-line tutorials for learning, as a student in the CSUS Teacher Preparation Program (TPP). Artifacts: Lessons: Survey Lesson and Student Sample Water Cycle Powerpoint Presentation Internet Tutorials: Taskstream Websites: AskERIC Projection: When I become a full-time teacher and have my own classroom, I hope to integrate technology into the classroom as much as possible. The extent to which this will be possible will depend on which grade-level I actually end up teaching, but I look forward to learning more ideas for using technology from other teachers. Specific Knowledge and Skills S1: Each candidate uses computer applications to manage records (e.g. grade book, attendance, and assessment records).
Reflection: As an Instructional Assistant in Mrs. Addington’s 5th grade classroom, I know how to use the PowerGrade server to submit attendance, record student homework and test scores in the various subjects, and print out weekly progress reports (missing assignments) During my own academic computer course I have also learned how to create a grade book in Microsoft Excel. Artifacts: Excel Grade Book Projection: If I am hired
by the district in which I am now employed as a paraprofessional, or another
district that uses PowerSchool or a similar server, I look forward to
learning Reflection: I have used computers extensively to communicate through printed media, primarily utilizing Microsoft Word and Sierra Print Artist to create documents. I have created many flyers and hand-outs for various activities and projects both as a parent volunteer and as an Instructional Assistant. I have completed all of my Graduate program assignments on computer, incorporating charts and graphics. I have also used the computer to compose business letters and other communications in my role as a community activist. Artifacts: Flyers: Yearbook Sale School Documents: Homework Planner Academic Documents: Historical Biography American Revolution Simulation Project
Projection: When I am teaching in my own classroom, I plan to send home weekly progress reports and letters to parents. I will probably continue to be involved in extra-curricular projects such as PTA, Student Council, or Yearbook committee that will require printed communications.
Reflection: I have actively been using e-mail for over 6 years. I currently have an account with Winfirst Fiber-Optic Network, giving me the benefit of high-speed, state-of-the-art internet service. I am able to send, receive, and forward e-mail messages, send attachments such as photos and other documents, and customize my messages. I use e-mail to: keep in touch with friends and family far away; maintain communications with various organizations, such as PTA and the Natomas Community Association; communicate with teachers and co-workers at school; submit assignments and communicate with professors and classmates in graduate school; request technical assistance with computer-related problems; register for exams such as MSAT and RICA Artifacts: Academic E-mail
Projection: When I am teaching in my own classroom,
I will offer parents the option of having their weekly newsletter e-mailed
to them at home or work. I have worked with one teacher who does this
and the parents are very appreciative. It also enables communication with
a parent who is blind. Eventually, I would like to set up a class Home
Page, where parents could go to read news and check schedules of what’s
happening in our classroom. Reflection: I have participated in “modified” threaded discussion groups over the past year, in conjunction with graduate classes at CSUS, using the Task Stream server Discussion Board. I have also used Taskstream for tutorials, for creating lesson plans and rubrics, and for connecting those lessons to the appropriate grade level standards. I have been a member of a computer class server group, managed by our EDTE Technology class professor through Yahoogroups.com. However, by personal choice, I do not participate in on-line chats and as yet, am not equipped for audio-video conferencing. Artifacts: Collaboration Tools Used: Taskstream Discussion Board Projection: I haven’t really participated in discussion
groups unless required for coursework. I would like to, but don’t have
the time right now. When I am teaching in my own classroom, I will think
discussion boards will be a great source of wisdom and advice from other
teachers, and would like to be able to participate in them again. S6: Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning. Reflection: I have moderate experience with evaluating educational media and software. As a parent and teaching paraprofessional, I have utilized many different resources for reviewing software, from printed educational and parent magazines to on-line review sites. I have used Taskstream to preview and download free trials of software for my kids to try. I also utilize on-line educational software review sites. I have also created a Taskstream rubric for evaluating educational websites. As an instructional assistant I have observed first-hand in the classroom the quality and effectiveness of various educational software titles, such as Oregon Trail, Carmen San Diego, Microsoft Cruncher, and The Factory (Sunburst) and have begun compiling a “wish list” of software programs that I would likely use in my own classroom someday. Artifacts: Educational Website Evaluation Rubric Water Cycle Powerpoint Presentation Projection: I look forward to having more time in
the future to preview new educational software, and to discovering what
software and computer resources will be available at the school at which
I teach. Reflection: I feel very confident using the Internet to search for and retrieve information. As a student myself, I have used the internet as a resource for many academic projects. My preferred search engine is Google I love being able to quickly find images to enhance projects and reports. As a teacher-in-training, I have found the internet is an excellent resource for lesson plans and project ideas. As an instructional assistant and parent, I have helped children search for and retrieve information from the internet to use for their academic projects and reports. I have dozens of websites bookmarked on my web-browser’s home page. I also have “collected” website recommendations from my co-workers and TPPclassmates. Artifacts: Internet Search Databases: AskERIC Favorite Search Engine: Google Projection: I am always looking for good internet resources for lesson plans, kids’ activities, and information resources. As a classroom teacher, I will continue to check out recommended Websites. S8: Each candidate demonstrates the ability to assess the authenticity, reliability and bias of the data gathered.
Reflection: With internet information searches typically resulting in hundreds of links, it can be really difficult to discern what information is authentic and what is not. I try to stick to well-known sites as resources for my own research. I also look for sites connected to Universities or well-known organizations. But I realize that it could be pretty easy for anyone to “forge” authenticity (anyone can claim affiliation with such-n-such University) and it would be pretty difficult to verify. I really like that Google lists sites by user preference. It gives me some comfort in knowing that first few sites I peruse have been checked out and recommended by others.
Artifacts: Search Engine: Google Educational Website utilized: DiscoverySchool.com Academic Research Websites utilized: Center for Economic Education National Gifted Research Center
Projection: This will become a more critical issue
when I am teaching in a classroom where students are using the internet
for research. I will need to learn more about internet “controls” and
such, but for now, I just wouldn’t let my students surf the net unsupervised
and I would teach them to always verify information from more than one
source. I will try to teach my students to be especially skeptical of
commercial websites and to question the motives and possible bias of the
publisher. I will also be teaching them note-taking skills (such as I-charts)
to help them cull out pertinent, useful information. (One teacher I work
with actually pre-selects web sites for her students to choose from.)
Reflection: I may not actually be a teacher yet, but as a parent of two children in the GATE program, and an instructional assistant in several different types of classrooms over the past three years, I am very aware that children have many different styles in which they learn best. I am very well acquainted with Gardiner’s Multiple Intelligences, both from my own academic training and from attending GATE conferences. I have worked with one GATE teacher who has been implementing Gardiner’s recommendations for years, with great success. And she and I agree that differentiated learning is not just good for GATE students, but for all students in every classroom. AS I have prepared lesson plans required for my academic Teacher Preparation courses, I have tried to provide tactile, aural, visual, and interactive learning activities. I have tried to incorporate art, music, drama, and technology as much as possible. I know that technology is one way to differentiate learning that has been very successful with many students who would otherwise be discouraged or unmotivated. For others, who are physically challenged, assistive technology means they can be an active part of the mainstream classroom experience.
Artifacts: Background: Gardner’s Multiple Intelligences Relevant Research: Adaptive Devices Lesson Plans: Who Am I? Producers and Consumers Survey Lesson and Student Sample
Projection: I think the real challenge is that one teacher with 20-30 students can’t address every individuals needs all the time, so I’ll try to vary my lessons and incorporate different types of learning activities, including technology, as much as possible. S10: Each candidate considers the content to be taught and selects the best technological resources to support, manage, and enhance learning.
Reflection: Through my limited experiences as an Instructional Assistant, and through my academic Teacher training projects, I have gained a little insight into using technology to enhance learning. I have observed the most frequent use of computer technology in the 5th grade GATE classroom where I work. The teacher there has used the Cruncher software to teach her students how to create Excel type graphs and charts from survey data they have collected. They have also used the classroom computer to research information for various projects throughout the year. I have also used my own digital camera to help with the class’s Culture Quilt project. I took pictures of each student with my digital camera, printed them on iron-on transfer paper, then helped the student iron them on to a fabric square to sew into their quilt.
Artifacts: Survey Lesson and Student Sample
Projection: When I am teaching in my own classroom, I hope to increase the ways in which I am able to integrate technology into my proscribed curriculum. As I mentioned before, I have begun to compile a “wish list” of software titles I would like to have for my students to use. I would also like to find out more about having my students interact electronically with other classrooms in different parts of the country to learn about content area curriculum - sounds like an exciting, highly motivational project, sort of “pen pals” for the new millennium! S11: Each candidate demonstrates an ability to create and maintain effective learning environments using computer-based technology. S12: Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.
Reflection: Again, what little experience I have in these areas is purely observational. I have not yet set up my own classroom, but I have observed in several classrooms and our school’s computer lab. Most classrooms in our school have only one or two computers in each classroom, so usually teachers have students use them during workshop time, in pairs or one-at-a-time. I have not yet done much research in the area of implementing technology, but I have observed lessons which integrate technology and even assisted with teaching them. Artifacts: Survey Lesson
Projection: Again, I have reviewed and observed the use of several software titles by teachers and plan to build my own software library. Perhaps when I have completed my Teacher Preparation classes, and am working as a teacher in my own classroom, I will have time to attend conferences or seminars to learn more about using computer technology in my classroom. S13: Each candidate demonstrates knowledge of copyright issues (e.g. distribution of copyrighted materials and proper citing of sources). Reflection: I am pretty familiar with copyright issues, from my recent experience as a student, and from helping my son with reports at home. I have taught him that, while it is okay to download and print information from the internet, it is not alright to turn in someone else’s words as his own work. I have observed teachers giving mini-lessons on note-taking, paraphrasing and how to cite sources. In my Literacy Education classes, I have learned some very good techniques for teaching children to take notes, including how to list references. Artifacts: Relevant Resources: Using I-charts Projection: When I am teaching in my own classroom,
I plan to teach my students the seriousness of plagiarism. I believe that
one of the keys to avoid plagiarism with older students is to teach them
how to take notes and reference resources materials when they are younger.
Then when they reach the upper grades and are faced with longer, more
in-depth research projects Reflection: In my job as an Instructional Assistant, I frequently have access to many students’ grades and confidential records. I understand the importance of keeping that information confidential. I never discuss students’ grades or even their behaviors with anyone other than their teachers. I am very practiced in the art of referring parents with questions to the classroom teacher. I have sometimes had other parents try to get me to talk about students (not their own children) and have become pretty adept at declining to comment. In the classroom, I respond to students trying to sneak a peak at grade books by reminding them that they are confidential records. I am also familiar with all school safety issues, and those related to internet use. However, in the classrooms where I work, this has not been an issue, since internet use is very limited and always teacher supervised. Since I enjoy taking photos of students, and took most of the pictures for our school’s yearbook, I am familiar with District policies regarding photographing students. But this can be a tricky area, especially when working on a Yearbook I did not get permission from every student’s parents to take their photograph, but I did check with each teacher to see if there were any students in their class whose parents did not want them to be photographed. And of course, I would NEVER publish any child’s name or picture on the internet. Artifacts: Sorry, they’re confidential! Projection: This area will become much more critical when I am the teacher in-charge and responsible for my own classroom. Depending on what type of technology I will available for my students to use, I will have to learn more about internet controls and methods of keeping track of how my students are using the internet.
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