NETS AND CONCEPTUAL FRAMEWORK PORTFOLIO CHART

Name: Stephen Pate

Program:EdS. IT

Adviser: Dr. Huett

Permanent Email:

NETS-TECHNOLOGY LEADERSHIP STANDARDS (hot-linked for your convenience)

Instructions: For each standard indicator below, name and hyperlink to an artifact that demonstrates performance of the standard; list the course in which (or due to which) the standard was completed; list the semester of the course; include a brief reflection explaining how the standard was met and its impact on your growth; list the conceptual framework descriptor that best aligns with the artifact and standard; and write a brief reflection explaining how the conceptual framework descriptor fits. (The conceptual framework descriptors are listed at the bottom of the page).

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 / 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: Instructional Webpage
Course: MEDT 7467: Web Design for Instruction
Semester: Summer 10
NETS Reflection: This website was built to help students understand the concept of completing the square. Finishing this project required prior knowledge for the different ways to use completing the square. In addition, knowing the elements of good design as well as knowing how to use Adobe Dreamweaver was essential to completing the assignment. To make the website public, I had to learn how to connect to a server and upload content.
Conceptual Framework Reflection: My inquisitiveness was required to complete this assignment. I had never created a webpage or a website from scratch. I was forced to learn the elements of good design and navigation. Improving my knowledge was a necessary step to make this happen.
b. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. / Inquisitive: The candidate should seek continually to improve their knowledge, disposition, and skills to influence transformational systemic change. / Artifact: Big Three Paper
Course: MEDT 8463: Issues in Instructional Technology
Semester: Spring 09
NETS Reflection: Calculators have become more prevalent in the math classroom even in the short time that I have been teaching. For this assignment I reviewed the TI-Nspire which was a new calculator offered by Texas Instruments. This calculator greatly increases the flexibility teachers have in instruction and combines several functions which have been of great value. Writing a paper on TI-Nspire helped me to see the value in researching and understanding newer technologies.
Conceptual Framework Reflection: To write this paper I was required to be inquisitive. I had to research different technologies that were available and pick one to research. After researching the technology, writing a paper about what problems it solved and what value it had changed my perspective on how to approach new items in my classroom.
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 / Artifacts and Reflections
a. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. / Empathetic: The candidate should be able to develop the sensitivity for individual, family, and institutional needs that will embrace transformational systemic change. / Artifact: Higher Order Thinking Skills Tutorialand Outline for Learning Module
Course: MEDT 7472: Intro to Distance Learning
Semester: Summer 09
NETS Reflection: The tutorial was created as a part of the distance learning module that I created in the Intro to Distance Learning class. The tutorial required two different aspects, instruction on how to create higher-order thinking skills questions and how to use Web 2.0 technologies to enhance learning. The outline for the learning module was my design for how I was going to accomplish creating the distance learning module that we completed in the Intro to Distance Learning class.
Conceptual Framework Reflection: When creating both of these assignments my goal was to account for different ways that people remember things. For that reason I tried to include screen shots of every web page that the students were going to while trying to create different types of assignments to enhance every student’s learning experience. Putting myself in the learner’s shoes required empathy.
b. Apply current research on teaching and learning with technology when planning learning environments and experiences. / Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. / Artifact: Higher Order Thinking Skills Tutorial, Photography Lesson Plan, ASSURE Lesson Plan
Course: MEDT 7472: Intro to Distance Learning, MEDT 7466: Digital and 35mm Photography, MEDT 7462: Internet Tools, Resources, and Issues
Semester:Fall 08, Spring 09, Summer 09
NETS Reflection: One of the things that I learned in my classes came from a podcast we were required to listen to. The person being interviewed remarked that “It was better to produce than consume.” When creating these lessonsI tried to remember that fact. All of the artifacts are lessons that were given to teachers and students helping them or requiring them to create responses rather than just remembering a lesson. This further encouraged my desire to have students approach answers from a problem solving perspective.
Conceptual Framework Reflection: Leadership is required to change how classes are instructed. All of these plans were above what I would normally require of students from a technology standpoint and all of them were received positively.
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: Diffusion and Adoption Analysis and Big Three Paper
Course: MEDT 8461: Diffusions of Innovations and MEDT 8463: Issues in Instructional Technology
Semester: Fall 08 and Spring 09
NETS Reflection: The diffusion and adoption analysis was completed on a technology driven assignment I attempted my second year teaching. It did not go very well at all but in analyzing my attempt I was able to get a better understanding of what went wrong and how I can change my approach on the next attempt. The big three paper was an analysis of new calculator technology that shows potential to assist all math teachers. In order to find the technology I had to research several different types of new technologies designed for classroom use.
Conceptual Framework Reflection: Both of these assignments required me to be reflective, especially the Diffusion and Adoption Analysis. Both required me to reflect on my own approach and viewpoint of using technology in the classroom and how I can improve in the selection and implementation of new technologies for my classroom.
d. Plan for the management of technology resources within the context of learning activities. / 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: ASSURE Lesson Plan
Course: MEDT 7462: Internet Tools, Resources, and Issues
Semester: Fall 08:
NETS Reflection: The ASSURE lesson plan was created as a way to prepare for our final presentation in Internet Tools, Resources, and Issues. We were required to present a Web 2.0 site that would enhance teaching. Technology was required to complete the assignment and the intent of the lesson was to show my peers how to reach their students outside of the four walls of the classroom.
Conceptual Framework Reflection: This lesson plan required me to be adaptive in two different ways. Initially I had to consider how I needed to change my approach to incorporate technology. I also had to change methodology of instruction because I was dealing with adult learners instead of teenagers.
e. Plan strategies to manage student learning in a technology-enhanced environment. / Adaptive: The candidate should be able to demonstrate flexibility and strategic planning appropriate to a wide variety of learners for effective transformational systemic changes. / Artifact: Photography Lesson Plan, Law of Sines Cosines Project, Geometry End of Year Exam
Course: MEDT 7466: Digital and 35mm Photography and MEDT 7462: Internet Tools, Resources, and Issues
Semester: Fall 08 and Spring 09
NETS Reflection: Being involved in the Instructional Technology program has helped me to alter projects that were already being completed in my classroom. My involvement has also helped me shape new projects that were being created. Learning how to use the internet and other technological tools helped to make these assignments almost all technology-based making better use of the resources available.
Conceptual Framework Reflection:I already used the Law of Sines and Cosines project in my class. After seeing how technology could make the projectbetter, I chose to adapt the project to require more technology use. While doing this, I also resurrected an old Geometry project since I was teaching Geometry again for the first time in 4 years. I adapted the project into a technology based project thus making it a more appropriate for use.
f. Identify and apply instructional design principles associated with the development of technology resources. / Decisive: The candidate should be able to demonstrate knowledge and skills when making decisions that will influence effective transformational systemic change. / Artifact:, Instructional Website
Course: MEDT 7467: Web Design for Instruction
Semester: Summer 10
NETS Reflection: Design principles were one of the main components of the Web Design for Instruction class. Application included deciding which topic to create a website about, what type of pictures and images needed to be used to enhance the content, and whether or not to use layers or tables when creating each individual webpage.
Conceptual Framework Reflection: Having many choices to make when creating something can often lead to paralysis by analysis. Making a decision on design structure required me to be decisive in order to demonstrate any knowledge or skills gained.
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 / COE Conceptual Framework Indicator / Artifacts and Reflections
a. Facilitate technology-enhanced experiences that address content standards and student technology standards. / Proactive: The candidate should be able to advocate for the removal of barriers that impede lifelong learning and hinder transformational systemic change. / Artifact: Law of Sines Cosines Project, Classroom Website
Course: MEDT 7462: Internet Issues, Tools, and Resources and MEDT 7467: Web Design for Instruction
Semester: Fall 08 and Summer 10
NETS Reflection: The Law of Sines and Cosines project requires students to create every triangle scenario that could exist using the Law ofSines and the Law of Cosines. The standards require that the material be taught. However, this is an easy way to allow students to create while learning. The classroom website was used to report the completed assignments in the Web Design for Instruction class. Every assignment completed helped create a website for an elementary school class.
Conceptual Framework Reflection: Several of my colleagues do not like to do projects because it takes away instruction time and often leads to an assignment that is difficult to grade. Even though these barriers exist, removing them allowed me to create the project as a technological exercise leading to more enjoyment from the students as they learn.
b. Use technology to support learner-centered strategies that address the diverse needs of students. / 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:Instructional Website, Bloom’s Taxonomy Learning Module
Course: MEDT 7467: Web Design for Instruction and MEDT 7472: Intro to Distance Learning
Semester:Summer 09 and 10
NETS Reflection: Creating the instructional website as a way to assist in the instruction of completing the square had great value for me. Completing the square is used several times throughout the year so having a website that allows students to review helps them and allows me to not have to review as much during instructional time. Constructing the learning module in Intro to Distance Education required that I consider the adult learner and how they can best be assisted. In addition, the classroom participants were teachers so I had to adjust learning for a group that had more prior knowledge than a typical learning group.
Conceptual Framework Reflection: Both artifacts required that I be adaptive but each required it in a different way. For the website I needed to consider the needs of students who were being forced to relearn concepts that we had not used in months. In creating the learning module I had to adapt my teaching style from the high school learner who had limited prior knowledge to the higher education learner who had a greater amount of prior knowledge
c. Apply technology to demonstrate students' higher-order skills and creativity. / 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: Proprofs Quiz, Law of Sines and Cosines Project, Geometry Photography Project
Course: MEDT 7462: Internet Tools, Issues, and Resources and MEDT 7466: Digital and 35mm Photography
Semester: Fall 08 and Spring 09
NETS Reflection: The proprofs quiz was an example of higher order thinking skills used for algebra students. Proprofs is a Web 2.0 technology that allows educators to create different types of quizzes for students to take online. The entire quiz that I created was a short answer quiz that required the students to create problems rather than solve for a specific variable. The Geometry photo project required students find examples of geometric shapes and then organize them into a presentation that shows how Geometry is evident in the real world. The Law of Sines and Cosines project requires students to create stories that incorporate all seven possible scenarios forusing the Law of Sinesor Cosines and then present them using multimedia technology.
Conceptual Framework Reflection: Every one of these projects is an adaptation of how the students were taught the material. In each case, students were taught enough content to establish a base of information but were required to make extensions on what they had learned through creating rather than repeating.
d. Manage student learning activities in a technology-enhanced environment. / Leading: The candidate should be able to demonstrate effective leadership skills to initiate and facilitate transformational systemic change. / Artifact: Distance Learning Module, Higher Order Thinking Skills Tutorial
Course: MEDT 7472: Intro to Distance Education
Semester: Summer 09
NETS Reflection: The learning module that I had to create for the Intro to Distance Learning class required that I create a class that existed solely in an online format. Clearly that is a very technologically advanced environment. In addition, assignments that were created also required the use of technology including Web 2.0 resources.
Conceptual Framework Reflection: By creating an online learning environment from scratch I had to think about all aspect of the class. Discussion questions needed to be asked, assignments needed to be created, and content needed to be managed. Using leadership skills I was able to initiate all aspects of the class.
e. Use current research and district/state/national content and technology standards to build lessons and units of instruction. / 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 change. / Artifact: ASSURE Lesson Plan
Course: MEDT 7462 Internet Tools, Issues, and Resources
Semester: Spring 09
NETS Reflection: Creating this lesson plan was challenging. The lesson was for adult learners andinvolved teaching how to use a Web 2.0 application to create web-based quizzes for students.
Conceptual Framework Reflection: Doing this required that I possess knowledge of what the current standards are for technology implementation as well as being aware of what technology available to instruct my peers.
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 / Artifacts and Reflections
a. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. / 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: Proprofs Quizand Geometry Photography Project
Course: MEDT 7462: Internet Issues, Tools, and Resources and MEDT 7466: Digital and 35mm Photography
Semester: Fall 08
NETS Reflection: Both of these assessments required the students to create answers rather than just to solve problems. The assessments differ in the delivery of the answers. The Proprofs quiz was a short answer quiz that was designed to be done quickly. The Geometry photography project took several weeks and required students to present picture evidence of different Geometric definitions.
Conceptual Framework Reflection: Both assessments were adaptations of previously learned material. Rather than choosing to have students memorize and regurgitate answers I choose to have them create solutions.