Craig A. Cunningham, Ph.D.

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TIE 592 – Portfolio Development Seminar

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Instructor

Craig A. Cunningham, Ph.D.

craig.cunningham@nl.edu

http://craigcunningham.com

1-773-505-1133 (cell)

Course Materials

Benchmark Assignments from TIE classes

TIE web site (resources): http://myclass.nl.edu/tie/resources.htm

PowerPoint, Dreamweaver, or Flash

CD-R

Web account

Catalog Description

This course will assist students in selecting and organizing the contents of electronic portfolios to document students' professional growth during the TIE program.  The seminar will consist of at  least five sessions held throughout the program.  During seminar sessions, students will share, discuss, edit, and present artifacts selected for the portfolio and related written reflections.  Students attend their first portfolio session within the first six semester hours of the program.  The last session is held during the quarter in which TIE593, Seminar in Technology Education, is taken.  Students will enroll for the Portfolio Seminar credit during that quarter.

Academic Honesty

With respect to the academic honesty of students, it is expected that all material submitted as part of any class exercise, in or out of class, is the actual work of the student whose name appears on the material or is properly documented otherwise. The concept of academic honesty includes plagiarism as well as receiving and/or giving improper assistance and other forms of cheating on coursework. Students found to have engaged in academic dishonesty are subject to disciplinary action and may be dismissed from the University.

Faculty has the right to analyze and evaluate students’ course work.  Students may be asked to submit their papers electronically to a third party plagiarism detection service.  Students who are asked to submit their papers and refuse must provide proof for every cited work comprising the cover page and first cited page for each source listed in the bibliography.  When evidence of academic dishonesty is discovered, an established procedure of resolution will be activated to bring the matter to closure.  See Policy on Academic Honesty in the University Catalog and Student Guidebook (hard copy and online).

For resources on how to cite properly and avoid plagiarism, go to NLU’s Center for Academic Development (http://www.nl.edu/centers/cad/) and the NLU Library (http://www.nl.edu/library/).

Course goals and expected student learning outcomes

Upon completion of this course, the students will be able to:

1.      Define their initial and concluding beliefs about technology in teaching and learning. (TS-8, TF-V.B.1)*

2.      Synthesize their experiences across the program. (TS-8, TF-I, TF-VII.A.4, TF-VIII.D.4)*

3.      Interpret and reflect on their experiences in the program and the transformation in their professional practices. (TF-I.A.1, TF-I.A.2, TF-V.B.1)*

4.      Implement the portfolio development process (collect, select, reflect, present) and describe the role of portfolios in their ongoing professional development. (TF-I.A, TF-V.A.1)*

5.      Use multimedia development process (decide, design, develop, evaluate) in creation of an electronic portfolio. (TS-5E)

6.      Participate in an interactive process with peers during the development, presentation, and evaluation process. (TF-VIII.D.1)

7.      Use resources from their professional library to reflect on their own professional growth in using technology as well as in their work to support others.  (This is culmination of an ongoing portfolio requirement across courses.) (TF-VII.C)

*Electronic portfolios will demonstrate how students met technology specialist/faciliation standards throughout their program.  Thus, many more standards and benchmarks will be addressed than are listed here.

Note.  ISBE: Technology Specialist (TS)    ISTE: Technology Facilitator Standards (TF)

Major Topics

I. Steps in developing a portfolio

1. Collecting

1.  What medium?

2.  Where will it be saved?

3.  Starting reflections

4.   Saving revisions along the way

2. Selecting

      1.  Thinking about the categories

2.  What will your selection represent?

3.  Establish expectation levels for each area

3. Reflecting

                  1.  Record your reflections on work and the achievement of goals

                  2.  Keep a confidential component of teacher feedback on your work

                  3.  Organize your artifacts and link them to the reflections

                  4.  Evaluate what you have done in light of purpose and assessment

                  5.  Consider the evidence in your portfolio in making professional development plans.

4. Articulating and Presenting

                1.  Saving portfolio to appropriate presentation and storage medium

                2.  Share with an appropriate audience

a.      determination of how feedback will be received

b.      determination of how feedback will be used.

                3.  Plan for sharing with a different audience

                4.  Follow-up

a.      recursive nature of portfolio

b.      self-evaluation or presentation

II. Developmental levels

A.     Establishing expectations

B.     Digital portfolio development

      C.  Plan for multimedia development (framework or container)

      D.  Consider your levels of meta-cognition and reflection

                  1.  Revising and developing reflections

                  2.  Consider each artifact

a.      Learning goals

b.      ISBE standards for Technology Specialist

c.      ISTE Standards for Technology Facilitator

d.      National Board for Professional Teaching Standards (NBPTS)

                  3.Feedback from Portfolio conferencing as well as self-evaluation

      E.  Reflection on meaning of portfolio as a whole

      F.  Future goals

III. Creating the Framework

A.     Selecting artifacts

B.     Organizing professional readings

C.     Writing  reflections

D.    Identifying performance indicators

E.     Linking reflections and evidence

F.     Selecting software of choice

1.      word processing

2.      presentation software

3.      database software

4.      hypermedia software

5.      web browser

IV. Implementation

A.     Determine organizing principle

B.     Articulate social process

C.     Sharing and presenting              

Tentative Schedule

Annotated bibliography and portfolios will be graded by the instructor who will use the rubrics developed by the TIE program and available on the course website

Methods for evaluation of student performance

1.  Student reflections and document collection (artifacts) posted to LiveText.

2.  Annotated bibliography of professional readings identified across courses in the TIE program.  These readings should represent a beginning professional library that will support technology facilitators and specialists in their own professional growth as well as in the work to support others.

3.  Completion of an electronic portfolio demonstrating students' knowledge, skills, and dispositions in relation to state and national standards for technology specialists/facilitators and performance outcomes outlined in the National College of Education conceptual framework.  The portfolio should include a written reflection about each artifact discussing the student's growth and development and linking to literature in the field.  Students should also include a belief statement about the role of technology in teaching and learning.

4.  During their presentation of the electronic portfolio, students should discuss their growth and achievements related to state and national standards for technology and performance expectations outlined in the National College of Education conceptual framework.

Please Note:  National-Louis University is committed to ensuring that all of its facilities and programs are accessible to all persons.  If you believe you may qualify for course adaptations or accommodations in accordance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act, it is your responsibility to immediately, but no later than the second class session to contact the Office of Diversity, Access and Equity (DAE Office) or the instructor.  You may contact the Director of Diversity and Equal Employment at (847) 947-5491 or via e-mail at Erin.Haulotte@nl.edu.  If you have coordinated services with the DAE Office, please provide your letter of accommodation to the instructor.

Resources

NLU has an extensive support system for students using LiveText. See http://www.nl.edu/portfolios/.

Barrett, H. C.(1999). Electronic portfolios = multimedia development + portfolio development. Retrieved January 8, 2002, from http://transition.alaska.edu/www/portfolios/twoframeworks.html#3

Barrett, H. C. (1998). Strategic questions: What to consider when planning for electronic portfolios. Learning and Leading with Technology, 26(2), 6-13.

Baron, C.(1996). Creating a digital portfolio. Indianapolis: Hayden Books.

Brown, G., & Irby, B. (1997). The principal portfolio. Thousand Oaks: Corwin Press.

Burke, K.(1997). Designing professional portfolios for change. Palatine, IL: IRI/Skylight.

Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., & Wyman, Jr., R.M. (2000). How to develop a professional portfolio: A manual for teachers (2^nd ed.). Needham Heights, MA: Allyn & Bacon.

Cavanaugh. T. (2002). The need for assistive technology in educational technology.

      Educational Technology Review, 10(1).  Retrieved January 8, 2003 from http://www.aace.org/pubs/etr/issue2/cavanaugh.cfm.

Center for Teaching Effectiveness (N.D.).Preparing a teaching portfolio: A guidebook. . Retrieved January 8, 2002, from  University of Texas at Austin Web site:  http://www.utexas.edu/academic/cte/teachfolio.html

Glatthorn, A. (1996). The teacher's portfolio: Fostering and documenting professional development. Rockport,MA: ProActive Publication.

Hurst, B., Wilson, C. & Cramer, G. (1998, April). Professional teaching portfolios: Tools for reflection, growth, and advancement. Phi Delta Kappan,, p. 578-582.

Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.

Martin-Kniep, G.O. (1998). Why am I doing this? Purposeful teaching through portfolio assessment. Portsmouth, NH: Heinemann.

Niguidula, D. (1993). The Digital Portfolio: A richer picture of student performance. Retrieved January 8, 2002, from  Coalition for Essential Schools Web site: http://www.essentialschools.org/pubs/exhib_schdes/dp/dpframe.htm

Pierson, M.E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Technology in Education, 33(4).

Piper, Carla. Electronic portfolios in teacher education. Retrieved January 8, 2002, from http://www.chapman.edu/soe/faculty/piper/EPWeb/

Porter, C. & Cleland, J. (1995). The portfolio as a learning strategy. Portsmouth: Heinemann.

RESNA. (2001). RESNA standards of practice for assistive technology practitioners and suppliers. Arlington, VA: RESNA. Retrieved January 8, 2003 from http://www.resna.org/certify/standards.html

Selden, P. (1997). The teaching portfolio. Bolton: Anker Publishing.