ET Portfolio and Capstone 2013A

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Evidence of Program Outcomes

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Program Outcome 1

Integration of Technology for Diverse Learners
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File Attachments:
  1. ED 512 Week 4 Application.docx ED 512 Week 4 Application.docx
    Program Outcome 1, Artifact 1: ED 512 Week 4 Application (lesson plan) I chose the lesson plan that I created in ED 512 as an artifact for Standard 1 because I believe that it represents an example of my work to integrate technology to address the needs of diverse learners. In the ED 512 week 4 application, I applied the diversity training that I acquired in ED 515 to research and scaffold a reading lesson to improve outcomes of English Language Learners. My lesson plan was created using differentiated learning techniques to address the needs of diverse learners. In this lesson plan I integrated technology by having students read news articles gathered from the Internet. Students also used blogging as a Web 2.0 tool. The technology integration helped students to read, communicate and share common experiences. As students blogged they had the opportunity to reflect on their own learning. Through the creation of this artifact I have learned to identify student learning styles, and abilities, to differentiate instructional strategies, and to properly use rubrics to assess learning to improve my own teaching performance. I anticipate applying these skills as I continue teaching in my classes.
  2. ET 501 Week 3 Application ET 501 Week 3 Application
    Program Outcome 1, Artifact 3: Assistive and Adaptive Technology Policies. I chose ET 501 Week 3 Application as an artifact for program outcome 1 because I believe that my analysis and application model that I can practice the integration of technology in educational environments to facilitate experiences that address the diverse needs of all learners. I analyzed the district technology plan and highlighted and made assessments for all assistive and adaptive technologies that were available for students who qualify for 504 plans IEPs or have been involved in a Response to Intervention in my district. I feel confident that I can successfully implement adaptive and assistive technologies to provide quality instruction and education for all students regardless of disability.
  3. ET 503 Week 3 Application: VoiceThread Activity ET 503 Week 3 Application: VoiceThread Activity
    Program Outcome 1, Artifact 2- ET 503 Week 4 (VoiceThread activity) I chose the ET 503 week 4 assignment VoiceThread activity as a Program Outcome 1 artifact because this artifact represents my usage of educational technology to address the needs of diverse language learners. There were many aspects of incorporating the activity into my class that I found valuable to my growth as an educational technology leader. VoiceThread is a Web 2.0 learning tool that students can use for digital storytelling. VoiceThread is an interactive and collaborative educational technology that can be used from almost any device that has a data connection. In addition to teaching my students to use VoiceThread, I was able to differentiate instruction based on ability. Students were able to use a rubric as a guide, allowing them to self-monitor their learning and modify their own project based on their own abilities. The students’ ability to complete this project online and outside of the classroom was also very valuable. Students also had to work together in a collaborative learning community to create conversations where they had to ask and answer questions about each other. Responses to VoiceThread stories could be made in oral, video or written format.

Program Outcome 2

Research-based Instructional Strategies
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File Attachments:
  1. ED 501 Week 4 Application: Day of the Dead Project ED 501 Week 4 Application: Day of the Dead Project
    Program Outcome 2, Artifact 2: ET 501 Week 4 Application - Day of the Dead Project- I chose ET Week 4 application because there are examples of experiences and assessments that apply technology to engage learners through the implementation of research-based instructional strategies. Students use cooperative learning, rubric checklist, online research, and note-taking to create group presentation of the holiday and an individual memory book of a relative who has died. Students were able to use presentational programs like, PowerPoint Prezi or Glogster to present their projects and their Memory Book. Students reflectively blogged their personal experiences about this Hispanic holiday.
  2. ET 505 Week 2 Application; Geogebra Unit ET 505 Week 2 Application; Geogebra Unit
    Program Outcome 2, Artifact 1- ET 505 Week 2 Design of Learning Environment (Lesson Plans) I chose the ET 505 Week 2 lesson plans as an artifact for Program Outcome 2 because I think it exemplifies my work using educational technology to engage students using researched-based instructional strategies. In ET 505 I researched a subject area that needed enrichment exercises to improve student learning. Working with the assistance of a geometry teacher, I developed a blended learning lesson plan with assessments in a Geometry classroom using the ADDIE design process. In the Geometry unit on Quadrilaterals I incorporated the use of Geogebra, an online interactive mathematics program, to allow more collaboration among students. Students were able to access video models of lessons at home. Students were assessed throughout the unit using an e-portfolio. The students were introduced to geometric concepts using scaffolding techniques. Students were formatively assessed throughout the process using clickers and reflective journal entries. The students were supplied with model Geogebra worksheets that they could manipulate in guided practice until they were able to successful create a working Geogebra worksheet of their own. The student created Geogebra worksheet was the culminating performance assessment added to their e-portfolio. This artifact has multiple examples of research-based instructional strategies that lead to improved student outcomes with the use of technology.

Program Outcome 3

Model Best Practices
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File Attachments:
  1. ED 501 Week 2 Application- Student Assessments ED 501 Week 2 Application- Student Assessments
    Program Outcome 3, Artifact 3 ED 501 Daily Routine Project- I chose the ED 501 Daily Routine project because I believe it exemplifies my ability to use educational technology to assess student learning. As a Modern Language teacher and a future technologist, the process of taking a standard and unpacking it has been useful. I was able to take a standard and develop assessments and instruction that use technology in the process. Creating clear objectives and learning to use a table of specification and Bloom’s revised taxonomy has greatly improved my assessment building processes. One of the most interesting and part of the application was using student self-assessments. Students also created blogs and multimedia presentations based on their work describing their daily routine. The student-created artifacts are assessments show that I can design, develop and implement technology-rich programs that model best practices in teaching, learning and assessment.
  2. ET 504  Week 3 Application: Virtual Tour and Game ET 504 Week 3 Application: Virtual Tour and Game
    Program Outcome 3, Artifact 2- I chose my virtual field trip and game as an artifact because the work shows how I was able to design, develop and implement technology-rich programs to model best practices in teaching, learning and assessment. In the ET 504 Week 3 Application, I extend the technology integrated lesson using virtual tours to guide a SmartBoard game using higher order thinking skills. Students were taken on a virtual field trip to the butterfly sanctuaries of Mexico to teach about the migratory pattern of the Monarch Butterfly. Students also participated in a SmartBoard game for the curriculum unit. I learned how to take the lower level thinking questions and raise them to higher order thinking questions. In seeing how to change the way I thought about questions in the games I recognize that this technology tool had more value and would allow a way for students to extend and scaffold what they had learned outside of the Virtual Field Trip. I was able to take a free template and modify it to fit my curriculum unit. I tied the Virtual Field Trip to the game successfully. I wanted the students to be able to reflect on what they had read and seen earlier in the Virtual Field Trip and use the information to complete a SmartBoard game. The game was a means of allowing the students to share what they had learned and reinforce the information in a fun, interactive and challenging environment. I believe the Virtual Field Trip and SmartBoard game exemplifies best practices when integrating educational technology. I chose the Monarch Butterfly game as an artifact because it is an example of my ability to design, develop and use a board game for my students using technology. This is an example of the SmartBoard game that uses higher order thinking questioning to improve student outcomes. The game models a best practice for teaching, student learning and assessment.
  3. ET 504 Week Two Application.docx ET 504 Week Two Application.docx
    Program Outcome 3, Artifact 1- ET 504 Week 2 Curriculum Unit I chose this particular unit because this unit exemplifies my creation of a technology-rich program that models best practices, learning and assessment. In ET 504 I designed, developed and implemented a technology-rich lesson in my Spanish class to teach about travels in Mexico and free-time activities. This lesson uses virtual tours to create collaborative Web 2.0 Blogs.The ET 504 week 5 lecture by Dr. Kamm (lecture, 2013) influenced me to look at Constructionist theory in more detail as I begin to write newer updated curriculum. I can see that I had integrated higher-order learning by having multiple opportunities for student-created work built into my curriculum. Students create their own itineraries based on their personal preferences. Students extend the learning to completing field trips, writing and presenting about activities that they did on their virtual travels through Mexico, using Glogster and ultimately using another Web 2.0 tool, VoiceThread, to communicate with their peers about what they have done or learned. By extending the learning to student created artifacts, I have reached the highest level or learning based on Bloom’s Revised Taxonomy.

Program Outcome 4

Analysis and Use of Research
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File Attachments:
  1. ED 515 Week 4 Application.docx ED 515 Week 4 Application.docx
    Program Outcome 4, Artifact 1 -Action Research Project for Vocabulary I chose my action research project as an artifact for Program Outcome 4. I used scientific-based research to find ways to improve student outcomes. My Level 2 Spanish students are not performing well on spoken interpersonal assessments. The performance-based assessment evaluates vocabulary knowledge and grammar usages covered in a two week lesson. I wanted to know if using a textbook-based computer learning program in two 45 minute sessions on the lesson material of each lesson would increase my students’ assessment scores. I collected and analyzed student data. I also researched professional literature to learn how to modify my curriculum, instructional plans, and assessments in order to increase student achievement. The research helped me to properly differentiate student learning in my classroom. I was successful in implementing a computer-aided language tutor to improve vocabulary scores. This artifact shows how I used research to modify my instructional methods and contents to guide learners. I value technology in education and I believe that more action research and planning needs to be done to provide more student learning with technology integration.
  2. Student Analysis for Student Analysis for
    Program Outcome 4, Artifact 2 ET 505 Analysis- I chose ET 505 Week 1 Analysis for Geogebra Unit because it exemplifies my work using research data to modify instructional methods and content to guide learners. I used school demographics and student instructional data to guide the creation of a math curriculum unit. During the analysis phase of an ADDIE process, I used research data to modify existing instruction to improve student outcomes by using multiple educational technologies. Also during the Analysis and Design phase, I worked with colleagues to find out what subject area and level of students that needed technology to help improve learning. In the Design phase, I was able to put together objectives and strategies in a systematic way that made the learning natural and easy to implement using educational technology. The process of instructional design moves me away from theory to real application with results that are empirical and show improved student learning.

Program Outcome 5

Digital Citizenship and Global Awareness
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File Attachments:
  1. ET 502 Week 4 Application (1).pptx ET 502 Week 4 Application (1).pptx
    Program Outcome 5, Artifact 1- ET 502 Week 4 Application PowerPoint. I chose the ET 502 Week 4 Application PowerPoint because I believe it models my legal ethical use of digital information and technology to teach global citizenship and global awareness. In my ET 502 I analyzed and researched my school’s student access, research evaluation training and made recommendations to my principal regarding student access, and student research evaluation training. I also made recommendations for legal and ethical issues that are occurring in my school. I also used advanced features of presentation software to present my recommendations, using the assertive-evidence model. Because of the evaluations and presentation that I made I can now confidently make recommendations that positively affect educational technology usage.
  2. ET 502 Week 5 Reflection Presentation.pptx ET 502 Week 5 Reflection Presentation.pptx
    Program Outcome 5, Artifact 2- ET 502 Reflection on Dispositions PowerPoint In the ET 502 week 5 reflection, I showed my research and evaluation on research database. I learned and displayed my knowledge of ethical and legal issues surrounding student Internet access and the problem of the “Digital Divide”. I chose this presentation because it models the safe, healthy, legal and ethical uses of digital information and technology to teach digital citizenship and global awareness. This project assisted me in becoming a informed consumer of research. I am now able to teach my students how to properly and effectively find and use information they get from the Internet. I also show my obligation as technology leader in regard to CIPA and privacy issues related to Internet use.
  3. ET 507 Proposal for  an (1).pptx ET 507 Proposal for an (1).pptx
    Program Outcome 5, Artifact 3- A Proposal PowerPoint from ET 507 Technology Planning: In ET 507 I learned the process to be able to create an educational technology plan. While this project should model my leadership skills. There were multiple outcomes. I used needs assessments to provide proposal to increase student access at Lancaster High School. I created goals and objectives to create the proposal to provide after-school computer labs with transportation to narrow the “Digital Divide”. The lab will be available for a variety of student needs. With an open lab, students will be able to practice for state-mandated assessments. Due to the increase in student access, teachers will be able to create lesson plans that employ more technology without the worry that students do not have access at home. This proposal models my safe, healthy, legal and ethical use of digital information and technology to teach digital citizenship and guide learners.

Program Outcome 6

Ongoing Professional Learning and Leading
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File Attachments:
  1. CI 539 Week 3 Application.docx CI 539 Week 3 Application.docx
    Program Outcome 6, Artifact 1 – Teacher-Leadership Initiative: I chose the CI 539 Week 3 Application as an artifact for Program Outcome 6 because it models that I participate in ongoing professional learning, research and leadership in the profession I used problem solving skills to begin a leadership initiative. I began using collaborative leadership to create a professional learning community. I developed a Critical Friends Group initiative that later evolved into subject area, school-wide Professional Learning Teams, that are an important and permanent fixture at my school. It was the mission of the “Better Teaching Bureau” that through supporting teachers, looking at and improving teacher practices, greater student learning could be achieved. With the knowledge I have gained in the course I am more confident in myself as a teacher leader.
  2. ET 507 Week 3 Application(2).docx ET 507 Week 3 Application(2).docx
    Program Outcome 6, Artifact 2- ET 507: Technology Action Plan and Evaluation I chose my ET 507 Technology Action Plan and Evaluation as an artifact for Program Outcome 6 because it models my actions as a technology leader. The process of technology planning shows I continue learning about technology, researching available options and making evaluations when planning for educational technology. The action plan and evaluation show that I can participate as technology leader by my ongoing professional learning, and research it the profession. Because of the training in creating this artifact, I feel confident as a technology leader in planning for technology.
  3. ET 508 Systems Management Training PowerPoint ET 508 Systems Management Training PowerPoint
    Program Outcome 6, Artifact 3- Systems Management Training: I chose the ET 508 week 3 application as an artifact for Program Outcome 6 because it exemplifies my participation in ongoing professional learning, research and leadership in the profession. In this application, I had to research and analyze information about the school’s networking, Internet filtering and security issues. Based on what I learned I created a faculty and staff training session. The professional development focused on the use of the new Aerohive Network and the Iboss web filtering software. I maintain a personal ongoing professional development plan so that I am familiar with new technologies, new systems management and new educational technology usage in my school. I feel prepared to take on the role as an educational technology leader.
Author: Eric Shawn Cauthen
Last modified: 5/15/2013 12:41 PM (EST)