EDTECH ePortfolio Template
Note: Students who are in the M.E.T program beginning in the 2008-2009 catalog are required to complete a portfolio as the culminating activity for their program. More information about the portfolio is available on the EDTECH website.
There are three main sections in the EdTech Portfolio: The video presentation, reflection paper, and a table mapping evidence to standards.
The entire portfolio and all of its contents must be online and available for public viewing. Please avoid posting personal information about yourself or others in the portfolio.
Please include your name on the portfolio. You might also wish to include a picture of yourself.
Reflection Video
Produce a video that tells your story as a candidate for the master's degree in educational technology. This video provides the broad perspective of how you have grown personally and professionally while completing the EdTech program. Specifically, it should illustrate your learning and professional growth, shows the big picture of your accomplishment, contain a clear explanation of course work that was most meaningful or beneficial to you and why, and contextualize the portfolio by telling the story of how the work has manifested within real-world practice.
The video must be online with a link to it included in the portfolio.
Rationale Paper
The reflection paper describes the artifacts selected for the portfolio. Specifically, it should lists all of the artifacts and describe why each was selected, provides a rationale for the collection of artifacts selected, demonstrate connections between theory and practice, and describe how the artifacts demonstrate mastery of the standards. The recommended length is 5 to 10 double-spaced pages. Cited references should be formatted in APA style.
The reflection paper must be online with a link to it included in the portfolio.
Map Artifacts to Standards
Each item that is included in the final EDTECH portfolio must be mapped to the AECT Standards for the Accreditation of School Media Specialist and Educational Technology Specialist Programs http://www.ncate.org/public/programStandards.asp?ch=4#AECT.
Create a table of the AECT standards and add links from it to the artifacts that demonstrate mastery of each standard. There are five main standards: Design, Development, Utilization, Management, and Evaluation. Each of the main standards has four subdomains as shown in the table below. Select course assignments and other examples of professional work (e.g. conference presentations, papers published) that map to each standard. Your course syllabi should help you determine which assignments map to each standard.
You do not have to meet all of the 20 subdomains, but there should be at least five good artifacts for each of the main standards (Design, Development, Utilization, Management, Evaluation) mapped to the appropriate subdomain. Some of the artifacts will map to multiple standards, but there should be at least one unique artifact associated with each of the five standards. Of course, the more evidence you have to show attainment of the standards, the stronger your portfolio is.
| Standards | Links to Evidence |
|---|---|
STANDARD 1 DESIGN Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics. |
**Use the empty table cells in this column to add a list of links to assignments, projects, or other evidence that demonstrates achievement of each standard. |
1.1 Instructional Systems Design |
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| 1.2 Message Design Message design involves planning for the manipulation of the physical form of the message. |
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| 1.3 Instructional Strategies Instructional strategies are specifications for selecting and sequencing events and activities within a lesson. |
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| 1.4 Learner Characteristics Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process. |
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STANDARD 2 DEVELOPMENT Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies. |
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| 2.1 Print Technologies Print technologies are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes. |
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| 2.2 Audiovisual Technologies Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages. |
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| 2.3 Computer-Based Technologies Computer-based technologies are ways to produce or deliver materials using microprocessor-based resources. |
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| 2.4 Integrated Technologies Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. |
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STANDARD 3 UTILIZATION Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making. |
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| 3.1 Media Utilization Media utilization is the systematic use of resources for learning. |
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| 3.2 Diffusion of Innovations Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption. |
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| 3.3 Implementation and Institutionalization Implementation is using instructional materials or strategies in real(not simulated) settings. Institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. |
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| 3.4 Policies and Regulations Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology. |
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STANDARD 4 MANAGEMENT Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management. |
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| 4.1 Project Management Project management involves planning, monitoring, and controlling instructional design and development projects. |
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| 4.2 Resource Management Resource management involves planning, monitoring, and controlling resource support systems and services. |
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| 4.3 Delivery System Management Delivery system management involves planning, monitoring and controlling ‘the method by which distribution of instructional materials is organized’ . . . [It is] a combination of medium and method of usage that is employed to present instructional information to a learner. |
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| 4.4 Information Management Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning. |
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STANDARD 5 EVALUATION Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning. |
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| 5.1 Problem Analysis Problem analysis involves determining the nature and parameters of the problem by using information-gathering and decision-making strategies. |
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| 5.2 Criterion-Referenced Measurement Criterion-referenced measurement involves techniques for determining learner mastery of pre-specified content. |
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| 5.3 Formative and Summative Evaluation Formative evaluation involves gathering information on adequacy and using this information as a basis for further development. Summative evaluation involves gathering information on adequacy and using this information to make decisions about utilization. |
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| 5.4 Long-Range Planning Long-range planning that focuses on the organization as a whole is strategic planning....Long-range is usually defined as a future period of about three to five years or longer. During strategic planning, managers are trying to decide in the present what must be done to ensure organizational success in the future. |