Prior to this Critical Media Literacy course this semester, I was unfamiliar with how to create an ePortfolio and what its significance was. Throughout this course, we have put a lot of time and effort into creating our own ePortfolios. Our ePortfolios include a showcase of all of the academic work we have created throughout this semester. My ePortfolio is a collection of tools and assignments that showcases my accomplishments in this course. An ePortfolio displays evidence of writing samples, including files with various formats (Clemson, 2017). An ePortfolio also provides an audience with the creators learning and growth over a period of time. As technology continues to advance, teachers are incorporating technology into modern day classrooms around the world. As a future teacher, I am aware that it is crucial for me to become knowledgeable and comfortable with the use of technology and be able to integrate it into a curriculum in a way that enhances my students’ learning. An ePortfolio is one of many ways to incorporate technology into learning. Dr. Alice Christie defines ePortfolios as, “a purposeful collection of student work that exhibits the efforts, progress and achievements in one or more areas” (Christie, 2015, p. 8). While creating an ePortfolio, the use of technology allows for creation, adaptation, and personalization of learning experiences that foster independent learning (ISTE Standards, 2008). While creating an ePortfolio, there are three main steps to follow: collect, select, and reflect (Christie, 2015). In this process, students are given the chance to collect information based on a specific, assigned topic, select the most significant data that they would like to include, and reflect on the information that they have chosen. This shows growth and achievement in the specified learning goals. “What makes a portfolio more than a collection of artifacts is the inclusion of reflections providing a unique expression of the individual creating the portfolio” (Christie, 2007). In this course, we worked on reflective statements, like this one, after each project, this gives students the ability to reflect and look back on what they have learned throughout the project, while also demonstrating their knowledge that they have gained. (Click below to continue reading)
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Standards
ISTE Standard - Model digital age work and learning 3. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
ISTE Standard - Designer 5. Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators: a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs. b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
ACEI Standard - 5.1 Professional growth, reflection and evaluation Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.
References
Barrett, Helen C. (2005). Researching electronic portfolios and learner engagement [pdffile]. Retrieved from http://www.alicechristie.org/edtech/efolio/barrett.pdf. Christie, A. (2007). Dr. Christie’s Electronic Portfolio Resources. Retrieved from http://www.alicechristie.org /edtech/efolio/index/ edtech/efolio/index.html#description. Christie, A. (2015). ePortfolio- collect, select, reflect [google slides]. Retrieved from http://alicechristie.org/workshops/iste2015/ eport_gtt.pdf. Clemson University. (2017). The what, why, and how of ePortfolios. Retrieved from: http://www.clemson.edu/academics/ programs/eportfolio/information.html. International Society for Technology in Education (ISTE). (2008). ISTE standards. Retrieved from http://www.iste.org/standards/iste- standards/standards-for students. International Society for Technology in Education (2008). Standards for Teachers. International Society for Technology in Education. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers. Navigation. (n.d.). Retrieved November 30, 2017, from http://caepnet.org/accreditation/caep accreditation/spa-standards-and- report-forms/acei.
Click below to continue reading my Reflective Statement!