electronic teaching portfolioselectronicportfolios.com/portfolios/essdackteach3.pdf · la...

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Electronic Teaching Portfolios

ESSDACK, Hutchinson, KansasOctober 15, 1999

Helen C. Barrett, Ph.D.Web Site on Electronic PortfoliosListserv: [email protected]

http://transition.alaska.edu/www/portfolios.htmlE-mail: [email protected]

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Objectives

l Become aware of the benefits of creating electronic portfolios

l Become aware of the process for creating electronic portfolios

l Become aware of various software available for creatingelectronic portfolios

l Design your own personal electronic teaching portfolio[Stages 1 & 2]:

l - decide on goals of portfolio (based on teaching standards)

l - describe the audience for the portfolio

l - decide on content of portfolio

l - decide which software tools are most appropriate

l Create the first draft of an electronic teaching portfolio

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Hands-on activities

l Create a template using the selected standards

l Begin to record your reflections on achieving eachstandard [Stage 3]

l List multimedia “artifacts” which represent yourachievement

l Record future learning goals for each standard

l Create Portable Document Files from a variety ofapplications (or translate into WWW pages)

l Create Hypertext links between standards andartifacts.

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After the workshop

l Collect and digitize the artifacts which demonstrateyour achievement of the standards [Stage 2]

l Write a reflection for each artifact, to elaborate onwhy you think this artifact represents achievement ofthe standard(s). [Stage 3]

l Based on the reflections, set new future learning goals

l Create Portable Document Files from a variety ofapplications (or translate into WWW pages)

l Publish (on a CD-ROM or WWW server) [Stage 4]

l Share your portfolio with a colleague, supervisor

l Evaluate the effectiveness of the portfolio [Stage 5]

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Assumption

As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.

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Overview

This workshop will provide an overviewof different electronic portfoliodevelopment tools and will introducea strategy for using PortableDocument Format (Adobe AcrobatPDF) files to store and organizeElectronic Teaching Portfolios.

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What is a portfolio?

l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)

l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment

l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)

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What is an Electronic Portfolio?

l uses electronic technologies

l allows students/teachers to collect andorganize portfolio artifacts in many mediatypes (audio, video, graphics, text)

l uses hypertext links to organize thematerial

l connects evidence to appropriate standards

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Electronic or Digital Portfolio?

l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form

l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)

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What is a teaching portfolio?

“A teaching portfolio is the structured,documentary history of a set of coachedor mentored acts of teaching,substantiated by samples of studentportfolios, and fully realized only throughreflective writing, deliberation, andconversation.” (Shulman, 1998)

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Scrapbook or portfolio?

“...Tom Bird...asked us to think about thedistinction between the teachers’ filingcabinet and the teachers’ portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.”(Shulman, 1998)

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Why use technology?Sheingold’s Reasons (1992)

l To make work in many mediaaccessible, portable, examinable, widelydistributable

l To make performance replayable andreviewable; it is important to see morethan once

l To address ownership issues of student-created work

l To address storage issues

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Why use technology?(Barrett’s assumptions, 1998)

l Today, many documents are initially createdwith a computer, anyway.

l Hypertext links allow clear connectionsbetween standards and portfolio artifacts

l Creating an EP can develop teachers’ skills inusing multimedia technology

l Modeling: A teacher with an EP will be morelikely to have students with EPs.

l It’s fun & easier to manage the process,especially storage, presentation, and duplication

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What are the phases ofPortfolio Development?

Portfolio DevelopmentLiterature

l Collectionl Selectionl Reflectionl Projection

(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.

Multimedia DevelopmentLiterature

l Assess/Decidel Designl Developl Implementl Evaluate

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Pre-Service Teacher PortfolioProcess*

l Distinguish between a working and apresentation portfolio;

l Organize a working portfolio according tostandards;

l Identify artifacts that denoteaccomplishments for each standard; and

l Produce a working portfolio.

Boulware, Bratina, Holt & Johnson (1997) “Developing Professional Teaching Portfolios Using CD-ROMTechnology as a Teaching-Learning Tool” SITE, 1997. http://www.unf.edu/~tbratina/cdrom.htmbased on Campbell, Cignetti, Melenyzer, Nettles & Wyman (199?) How to Develop a ProfessionalPortfolio: A Manual for Teachers. California University of Pennsylvania.

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Benefits of Professional Portfolios

l Documentation of Growth & Achievementl Self-assessment of Professional Goals

l Staff Developmentl Employment Interviews

l Advancementl Performancr Reviews

l Lifelong Learning Tooll Source of Affirmation & Pride

l Sharing with StudentsRolheiser, Bower, & Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making

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Portfolio Organizer(decision-making points, not a step-by-step process)

l Purpose, Type, Audience, Time Framel Categories for Entries

l Criteria for Entriesl Work Samples

l Reflectionsl Storing and Organizing Portfolios

l Sharing the Learning: Conferences & Responsesl Goal Setting

l Self-Evaluationl Getting Started

Rolheiser, Bower, & Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making

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Bena Kallick’s process

lCollectionlSelectionlReflectionlDirection (future goals)

-- and I add:lConnection (conferencing)

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The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

l PROJECT purposesl COLLECT and

organize artifactsl SELECT key artifacts

l INTERJECTpersonality

l REFLECTmetacognitively

l INSPECT to self-assessl PERFECT and evaluate

l CONNECT andconference

l INJECT/EJECT toupdate

l RESPECTaccomplishments

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lPROJECT purposes- the “big picture”goals for the portfolio

Projecting is focusing.

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lCOLLECT and organize theartifacts

Collection is abundance.

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lSELECT key artifacts- contents of the portfolio- prioritize

Selection is abandonment.

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lINTERJECT personality- cover, design, layouts- personal touch

Interjection is style and flair.

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lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included

Reflection is a mirror into the self.

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Reflection and Learning

"We do not learn fromexperience.

We learn from reflecting onexperience.”

-John Dewey

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…from Kay Burke (1997)Designing Professional Portfolios for Change

"Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."

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lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknesses

Inspection ensures one is oncourse.

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lPERFECT and Evaluate- fine-tuning the content- getting ready for grading

Perfecting is to make a polishedfinal draft or a finished product.

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lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogue

Connecting is conversing.

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lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio fresh

Injecting/ejecting is the cycle of theportfolio.

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lRESPECT Accomplishments- formal exhibition before anaudience

Respecting is celebration.

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l Three Options for Portfolio Development

lEssential Portfolio• Collect, Select, Reflect

lExpanded Portfolio• Project, Collect, Select, Reflect, Perfect, Connect

lElaborated Portfolio• Project, Collect, Select, Interject, Reflect, Inspect,

Perfect, Connect, Inject/Eject, Respect

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DDD-E Process (1)

lDecide:• goals of portfolio based on learner outcome goals

that should be based on national/state/localstandards with associated evaluation rubrics

• describe the assessment context

• describe the audience(s) for the portfolio (student,parent, college, community?)

• content of portfolio items (determined by context)

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Elements of Portfolio Planning

lPurpose

lAudience

lProcess

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A few words about the primaryaudience for the portfolio

l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.

l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)uses the portfolio to validate that growth,then students become empowered.

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Why use Standards inPortfolios?

“Standards come alive whenthey are assessed throughperformance-based meanssuch as portfolios.”

National Evaluation Systems (1997) Linking Standards andAssessment. (p.30)

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DDD-E Process (2)

lDesign•Determine which software tools are

most appropriate for the portfoliocontext

•Determine which storage andpresentation medium is mostappropriate for the situation

•Storyboard the portfolio

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What is the best electronic portfolio program?

lIt depends!l on the assessment context l and a variety of other factors, human

and technological, that exist in a classroom, school or district.

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Authoring software

There are a variety of authoringsoftware packages which allow thecreation of

hypertext linksbetween goals, student work samples inmultiple forms of media, rubrics, andassessment.

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Importance of UsingAppropriate Software

The software used to create the electronicportfolio will control, restrict, or enhance theportfolio development process.

Form should follow function,and the electronic portfolio softwareselected should match the vision, style andskills of the portfolio developer, as well asthe technology available.

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How do you decide what toolsto use?

l Level of Teacher Skill (Relative Ease of Use)

l Level of Technology Required

l Other factors

(Learning & Leading with Technology,

October, 1998)

Level of Teacher Skill(Relative Ease of Use)

1 2 3 4 5Limitedexperience withdesktopcomputer - ableto use mouse,menus, runsimpleprograms

Level 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabase

Level 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)

Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabase

Level 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabase

Level of Technology Required

1 2 3 4 5No computer A single

computer with8 MB RAM, 80MB HD, noAVinput/output

One or twocomputers with16 MB RAM,250+ MB HD,simple AVinput (likeQuickCam)

Three or fourcomputers, oneof which has32+ MB RAM,500+ MB HD,AV input andoutput, scanner,VCR, videocamera, high-density storagedevice (such asZip drive)

Level 4 PLUSCD-Recorder,at least twocomputers with48+ MB RAM

Optional: videoeditinghardware andsoftware

Comparison of Construction ToolsRelationaldata base

Hypermedia“card” file(includingtemplates)

Multimediaauthoringsoftware

WWW Pages AcrobatReader

Proprietarysoftware

Commondevelopmenttools

FileMaker Pro HyperStudioDigital Chisel

MacromediaAuthorware,Director

Adobe PageMill,Claris HomePage

Adobe AcrobatExchange 3.01

Grady ProfilePersonna Plus

Structure &Links

Structuredfields/records/files linkedtogether bycommon fields

Electronic cards(screens) linkedtogether by“buttons”

Icon-based ortime-basedmultimediaauthoringenvironment

WWW pagesviewed with aWeb Browser(Netscape orExplorer) usinglinks created inHTML

Postscript-basedpages that can benavigatedsequentially, orusingbookmarks,links, or buttons

Varied: GradyProfile hasHypercard basePersonna Plususes relationaldatabase engine

Playeravailable

Yes Yes Self-contained Browser (free) Reader (free) ?

Advantages FlexiblereportingNetwork-friendlyWeb accessibleCross-platform

Widelyaccessible inclassroomsConstructiontools included

Most flexibilityin developmentCD-ROMCross-platform

Web-accessibleCross-platform

Web-accessibleCross-platformCreate files fromany applicationIdeal for CD-R

Pre-designed andstructured

Disadvantages Limitation of sizeof filesRequires player

Not directly web-accessibleView limited toscreen size

Steep learningcurve

Multimedia(video) not wellintegratedComplexauthoring

Size of filesLimitedconstructiontools

Grady: not Web-accessible, Maconly, inflexible

Ease of Use* 4 to develop2 to use

3 to develop 5 2 with editor4 without

2 2 (Grady)? (Personna)

TechnologyRequired

3 3 5 4 4 24

Cost (withEd. discounts)

$49 $39-$199 $150-$1,000 $49-$79 $49 Grady $195Personna ?

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Generic Construction Tools(off-the-shelf software)

•Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access

•Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.

•Multimedia authoring software, such as MacromediaAuthorware, Macromedia Director

•Network-compatible hypermedia:• HTML/WWW Pages• Adobe Acrobat (PDF)

•Office “Suite” Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks

Software environment

Relational data baseCommon Development Tools

Filemaker Pro, Microsoft Access

Structure and linksStructured fields/records/files linked together by common fields

Player available Yes - free

AdvantagesFlexible reporting - Network-friendly - Web-accessible - Cross PlatformMost effective in tracking and reporting achievement of standards

DisadvantagesLimitation on size of files - Requires player - Requires higher skill level to develop

Ease of Use

4 to develop2 to use

Technology Required 3

Cost with ed. discounts $49-$199

Electronic Portfolio Development Tools

© Helen Barrett, 1998


Hypermedia “card” file (including templates)Common Development Tools

HyperStudio, Digital Chisel, HyperCard, Toolbook

Structure and linksElectronic cards (screens) linked together by “buttons”

Player available Yes - free

AdvantagesWidely accessible in classroom. Construction and display tools available in one program.

DisadvantagesNot directly web-accessible. View limited to screen size. Effort required to link standards and portfolio artifacts.

Ease of Use

3 to develop Technology Required 3

Cost with ed. discounts $39-$199




Multimedia authoring softwareCommon Development Tools

Macromedia Authorware, Director

Structure and linksIcon-based or time-based multimedia authoring environment

Player available Self-contained files

AdvantagesMost flexibility in developing for CD-ROM publishing. Cross-platform.

DisadvantagesSteep learning curve. Effort required to link standards and portfolio artifacts.

Ease of Use 5 Technology

Required 5Cost with ed. discounts $150-$1000




World Wide Web PagesCommon Development Tools

Adobe PageMill, Claris Home Page, Microsoft Front Page, many more

Structure and linksWWW pages viewed with a Web Browser (Netscape or Explorer) using links

created in HTML

Player available Web browser - free

AdvantagesWeb-accessible. Cross-platform.

DisadvantagesMultimedia (video) not well integrated. Complex authoring environment.

Ease of Use

2 with editor4 without

Technology Required 4

Cost with ed. discounts free - $99




Adobe Acrobat ReaderCommon Development Tools

Adobe Acrobat Exchange 3.01

Structure and linksPostscript-based pages that can be navigated sequentially, or using

bookmarks, links, or buttons

Player available Acrobat Reader - free

AdvantagesWeb-accessible. Cross-platform. Create files from any application. Ideal for Compact-disc-recordable portfolios. Handles multimedia well.

DisadvantagesSize of file. Limited built-in editing tools. Requires another program to create files.


Required 4Cost with ed. discounts $49



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What is PDF?

lPDF stands for

Portable Document Format. lIt was developed by Adobe

Corporation to allow efficient electronic distribution of large documents.

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What is PDF?

l A PDF file will look the same on the screen and in print regardless of what kind of computer you are using or which software package it was created from.

l A large document can be compressed small enough to download quickly, and displays text and pictures as if you were looking at the original book or brochure.


Proprietary SoftwareCommon Development Tools

Grady Profile, Personna Plus

Structure and linksVaried: Grady Profile has HyperCard base. Personna Plus uses relational

database engine.

Player available ?

AdvantagesPre-designed and structured.

DisadvantagesGrady: not web-accessible, Mac only, inflexible layout.Personna: ?

Ease of Use

2 (Grady Profile)? (Personna Plus)

Technology Required 2-4

Cost with ed. discounts Grady $195




Multimedia Slide ShowsCommon Development Tools

PowerPoint, ClarisWorks Slide Show, Astound

Structure and linksElectronic slides, most often shown in linear sequence.

Player available

AdvantagesCommonly-available tool.

DisadvantagesAvailability of hypertext links between standards and portfolio artifacts.


Required 4Cost with ed. discounts $29+



Software environmentDigital Video

Common Development ToolsAvid Cinema, Adobe Premiere, Movie Player Pro, Apple Video Player

Structure and linksdigitized video, usually in QuickTime or AVI format

Player available Yes - Free

Advantageswww access, high interactivity. random access, editing

Disadvantagesfile size, storage, quality, bandwidth requirements, hardware requirements to digitize.

Ease of Use

5 Technology Required 5

Cost with ed. discounts

$29+++



Software environmentAnalog Video

Common Development Toolsvideo editors

Structure and linksanalog video on a variety of formats (i.e., VHS, 8mm)

Player available VCR

Advantagesubiquitous access, cheap storage media, acceptable quality, relatively low cost hardware requirements

Disadvantageslinear access, low interactivity, no www access, storage, editing

Ease of Use

4 Technology Required 1

Cost with ed. discounts

?



Electronic Portfolios & Alternative Assessment Page 42

*Portfolio Software* Site licenses and educational discounts

are available.

*Costper

Machine

Appropriate agelevel (by grade

level)T=Teacher Tool

Recommended Level of

TechnologyInfrastructure

Recommended Level ofTeacher

TechnologyCompetency

Open Doc & CyberDog >$50 4-Adult 5 3HTML - Web Pages $0 7-Adult 5 4HTML with Web Authoring tool ~$99 5-Adult 5 3HyperStudio >$129 K-Adult 4 2Designer Portfolio Template forHyperStudio

$65 K-6 4 2Grady Profile $195 Pre-K-6 3 1G P Newton Companion $99 T 3 3FileMaker Pro 3.0 ~$199 T 3 2HyperCard $199 7-Adult 3 3Adobe Acrobat Exchange $149 9-Adult 4 2Macromedia Director $499 9-Adult 5 5Scholastic Electronic Portfolio $299 K-12 4 4Learner Profile $299 T 3 4Newton or Bar Code Reader ~$400 T 3 4KidPix & KidPix Companion $39 K-4 2 1

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Why create a digital portfolio in PDF rather than HTML?

l NO programming or coding files - easier to learn

l WYSIWYG - PDF files look exactly like the original document

l All one document, not fragmented files (graphics & text)

l Easier to integrate multimedia (sound and video)

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Why create a digital portfolio in PDF rather than HTML?

l Ideal format for CD-ROMl Easily integrate documents created by a

variety of different software packagesl A variety of ways to navigate a

document: –Bookmarks–Links

–Thumbnails–Toolbar

HTML or PDF?HTML Works Best Both Work Well PDF Works Best

HTML WSSIWYG editors Word processing programs Desktop publishing programsText editors Spreadsheet programs Illustration programsDatabase programs Document yet to be created Presentation softwareDocuments already tagged (SGML) Document in RTF format Document already producede-mail Basic specification sheets Document exists on paper onlyMemos Graphs NewslettersBasic letters Order forms (information receipt) MagazinesSimple reports Links to URL's (WWW) PostersVarious text-based documents Mailto: links Annual reportsServer side information (two-way) CGI's (Image maps) Books, brochuresServer-push information Forms URL's with links over text & graphicsIndex service (search and retrieve) Document-based securityDatabase connectivity Movie and sound playbackFrames High-resolution imagesJava applets Page numbers

Text over images

Source: Kent, G. Internet Publishing with Acrobat Adobe Press, San Jose, CA, 1996.

Other References:

1. Adobe Acrobat Classroom in a Book (with CD-ROM). The official training workbook (Mac and Windows). Adobe Systems Incorporated, San Jose, CA, 1997.

2. Alspach, Ted Acrobat for Macintosh and Windows Peachpit Press, Berkeley, CA, 1997

Any authoring application

Print to PDF Printer Driver

PDF Writer

Postscriptprinter driver

Postscriptfile

AcrobatDistiller

PDF File

Print to File

Edit/Links/BookmarksAcrobat Exchange$40 ed. price

View/Print/SearchAcrobat Reader (free)

DistributeBrowserE-mailPrintCDFile ServerDiskette

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Storing the Working Portfolio

• Computer diskette

• CD-Recordable (CD-R) & CD-ReWritable (CD-RW)

• Video Tape

• High density floppy (Zip disk)

• WWW or Intranet

• Jaz disk

• DVD-RAM (coming soon)

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Publishing the Presentation(Formal) Portfolio

l CD-R

l Video Tape

l WWW

l DVD-RAM

The choice depends on the audience for theportfolio

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DDD-E Process (3)

lDevelop• gather multimedia materials to include in the portfolio

which represent learner's achievement (preferably linkedto standards, preferably in a relational database)

• record student self-reflection on work and achievementof goals

• record teacher feedback on student work andachievement of goals

• organize with hypermedia links between goals, studentwork samples, rubrics, and assessment

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Collection

l The primary activity of a working portfolio.

l Don’t save everything!

l Purpose and audience and future use ofartifacts will determine content.

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Selection

l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.

l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)

l This is where many electronic portfolios end!

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Reflection

l Students articulate their thinking abouteach piece in their portfolio.

l Through this process of reflection,students become increasingly aware ofthemselves as learners.

l Use reflective prompts.l Include reflections on every piece plus

overall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)

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Reflection

l “The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.”(Danielson & Abrutyn [ASCD], 1997, p. 26)

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Organizing framework

lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.

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lHigh technology disconnected from a focus on curriculum standards will only exacerbate the lack of meaningful integration of technology into teaching and learning.

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A portfolio without standards:

lis just a multimediapresentation

lor a fancy electronic resumelor a digital scrapbook

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A portfolio without reflections:

lis just a multimediapresentation

lor a fancy electronic resumelor a digital scrapbook

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DDD-E Process (4)

lEvaluate• present portfolio to appropriate audience (by

student, in age-appropriate situations)

• evaluate effectiveness of portfolio related tothe purpose and assessment context

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Projection

l Looking ahead and setting goals forthe future.

l Students see patterns in their work.l These observations can help

identify goals for future learning.

(Danielson & Abrutyn [ASCD], 1997, p. 18)

Several Electronic Portfolio examples:

Faculty Portfolio (Adobe Acrobat on CD-R)University of Alaska AnchorageTruman State College

Grady Profile Teacher's Portfolio

Templates: Ed Tech EndorsementAlaska State Teacher StandardsAlaska State Administrator Standards

Other ExamplesCoalition of Essential Schools Model

Kathleen Fischer - HTML on WWW

RMIT (Australia) - HTML on WWW

Student (Alaska) - HyperStudio

Teacher (Alaska) - HyperStudio

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Skills for developing ElectronicPortfolios with Acrobat

1. Converting files from any application to PDF using PDFWriter orAcrobat Distiller

2. Scanning/capturing and editing graphic images

3. Digitizing and editing sound files

4. Digitizing and editing video files (VCR -> computer)

5. Organizing portfolio artifacts with Acrobat Exchange, creatinglinks & buttons

6. Organizing multimedia files and pre-mastering CD-ROM usingJaz disks

7. Writing CD-Recordable disc using appropriate CD masteringsoftware

8. Recording computer images with narration to video tape(computer -> VCR)

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Become a “digital pack rat”

l Set up an electronic filing systeml Use “high density storage” devices

- Zip disks, Jaz disks- CD-R, DVD-RAM

l Don’t leave the “collection/selection”until the last minute

l Plan for an electronic portfolio from thebeginning of the program

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Identify standards

l Use for portfolio organizationl Set up “folders” to store artifact for each

standardl Suggested Standards:

NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards

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Select artifacts

l Select the artifacts that demonstrateachievement of each standard

l Possible types of artifacts to include:• significant papers, projects;• evaluations from all practicum/field experiences;• professional correspondence, letters of reference;• letters of recognition, awards, certificates, etc.;• samples of effective and reflective writing;• stories, journal entries, articles, manuals ;• photographs, drawings, sketches;• lesson plans/curriculum that you have created;• audio, video, or other electronic evidence;

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Write reflective statements

l For each standardOR

l For each artifact

l Could set up a standard form to becompleted» Using a database program» Using a PDF form with “fields”

Name ofArtifact

Date

Source

RationaleStatement

1Artifact forStandard #

1.1.4Indicator

Basic Technology Operations andConcepts

operate and interface peripheral devices with a computer system supportingimaging including scanner, digital camera, and/or video camera.

Type ofMedia

Artifact

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Create an outline or storyboard

l Use word processor with outlining(such as Microsoft Word)

ORl Use slide show with outlining

(such as PowerPoint)OR

l Use mapping software(such as Inspiration)

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Create a Table of Contents

l Divide into sections:» Introduction

– Acknowledgement– Table of Contents

» The Standards and Reflections» The artifacts

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Create a portfolio matrix

l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard

l Use spreadsheet or table in wordprocessor

Indicator Indicator Artifact - - - - - -> 1 2 3 4 5 6 7 8

1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.

1.1.2 use terminology related to computers and technology appropriately in written and oral communications.

1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices.

1.1.4 operate and interface peripheral devices with a computer system supporting imaging including scanner, digital camera, and/or video camera.

1.1.5 observe demonstrations or uses of specific-purpose electronic devices and adaptive assistive devices for special needs.

1.1.6 observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.

1.1.7 demonstrate knowledge of uses of computers and technology in business, industry, and society.

1.2.1 use productivity tools for word processing, database management, and spreadsheet applications.

1.2.2 apply productivity tools for creating basic multimedia presentations.

1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.

1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making.

1.2.5 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.

1.2.6 identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.

1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.

1.3.2 describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources.

1.3.3 design, deliver, and assess student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations.

1.3.4 design student learning activities that foster equitable, ethical, and legal use of technology by students.

1.3.5 practice responsible, ethical and legal use of technology, information, and software resources.

Educational Technology Foundations Standards International Society for Technology in Education

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Convert Artifacts to PDF

l Create PDF files from word processingor slide show files (or any application)

l Use PDF Writerl OR convert Postscript files with

Acrobat Distiller(print to file)

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Edit PDF Files in Exchange

l Edit Pages inExchange» Insert pages» Extract pages» Replace pages» Delete pages» Move pages» Crop pages» Rotate pages

l Page Actions» Use forms» Add web links» Add multimedia

objects– Sound– QuickTime movies

» Notes» Navigation tools

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Create Multimedia Files

l Digitize and edit sound clips- use sound editing software:Sound CompanionKaboom!

l Digitize and edit video clips- use video editing software:Movie Player Pro, Avid Cinema,Adobe Premiere, Apple’s new Final Cut Pro

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Navigation

l Organize portfolio with hypertext linksbetween

– Standards– Artifacts– reflections

l Create bookmarks & thumbnailsl Add movie linksl Insert sound clipsl Add “buttons” with Forms tool

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Publish Portfolio

l Record to appropriate medium

Floppy disk (no multimedia)CD-RecordableWWW serverVideo tapeDVD (coming soon)

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Remember the portfolio is aunique document...

...illustrating your achievements as an educator. It should:• identify and reflect positively on relevant learning achievements

• critically analyze experiences and articulate the learning achieved

• demonstrate increased awareness of own potential and aspirations

• demonstrate improved self-confidence to develop own learning

• identify academic and professional development

• demonstrate skills, knowledge and understanding gain from coursework

• demonstrate skills, knowledge and understanding gain from the practicum

• demonstrate skills, knowledge and understanding gain from relatedprofessional work experiences

• critically reflect your thoughts and self assessment - from UAA Adult Education Portfolio Handbook, 1998

18

Above all else:

Let your love oflifelong learning

shine!And have fun!

2

Helen C. Barrett, Ph.D.

lWeb Site on Electronic Portfolioshttp://transition.alaska.edu/www/portfolios.html(soon) http://portfolios.alaska.edu/

lListserv: [email protected]

lE-mail: [email protected]