NETS AND CONCEPTUAL FRAMEWORK PORTFOLIO CHART
Name: David Robertson
Program: Ed.S. in Instructional Technology
Adviser: Dr. Danilo Baylen
Permanent Email: drobertson777@aol.com
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 Artifacts and Reflections
Indicator
a. Demonstrate knowledge, skills, and Knowledgeable: The candidate Artifact: Course Electronic Portfolio
understanding of concepts related to technology should be able to demonstrate Course: MEDT 7462: Internet Tools
(as described in the ISTE NETS for Teachers general knowledge inherent in a Semester: Summer 2011
2000). liberal arts curriculum, advanced NETS Reflection: This artifact required new skills,
knowledge in content areas, and new software, and new tools to complete. I
specific knowledge in professional completed the following Camtasia video tutorials:
education for the implementation
of transformational systemic Video 1: Organizing Files and Folders
change. Video 2: Using Cute PDF
Video 3: Creating a webpage in NVU
Reflective: The candidate should
Video 4: Uploading files to the web server
be able to demonstrate critical
(using WinSCP)
thinking skills in the diagnosis and
I also watched the optional video: Modifying
prescription for transformational
systemic change. a picture for faster downloads (again)
I downloaded the following required software onto
my Windows 7 PC:
Cute PDF
NVU for Windows
WinSCP
I am blessed to have two monitors at my
workstation so it was easy to have the Camtasia
tutorial on one screen and NVU and WinSCP on the
other to follow along the step-by-step instructions to
complete this module’s assignments. I had a lot of
fun learning how to customize a basic but functional
NVU web site for my course portfolio.
The value to me of this module is to experience first-
hand how to teach students to prepare an electronic
portfolio. Whether it is using a web site as in this
module, or a wiki, or a PowerPoint in conjunction
with a Dropbox or SugarSync account to preserve
their files in the cloud long-term, this is a super skill
that every student can benefit from. -- DSR
Conceptual Framework Reflection: This artifact
meets the Knowledgeable and Reflective COE
indicators because it shows how I can rapidly learn
new technology (NVU, WinSCP, etc.) and build
web-based course portfolio with personal reflections
on each assignment of the entire course. In the
larger scheme of education, providing skills such as
the ability to produce an electronic portfolio is
transformational in nature to students and creates
positive systemic change. -- DSR
b. Demonstrate continual growth in technology Leading: The candidate should be Artifact: Assignment 3.10 – Using Adobe Connect
knowledge and skills to stay abreast of current able to demonstrate effective Course: MEDT 7462 – Internet Tools, Resources,
and emerging technologies. leadership skills to initiate and and Issues
facilitate transformational
systemic change. Semester: Summer 2011
NETS Reflection: Using directions provided by Dr.
Collaborative: The candidate Bray, I used Adobe Connect to participate in a
should be able to develop skills to synchronous audio/video conferencing session. My
work effectively with various first online experience with Adobe Connect was a
stakeholders involved in the positive one! What fun to see and interact with
educational process that will bring those whose posts I have been reading all
about transformational systemic semester. This type of hybrid experience of
change. meeting "face-to-face" in a virtual meeting room
harnesses some powerful technology to facilitate
communication, relationships, business goals,
and/or educational outcomes. Students, for
example, who are social creatures by nature, tend
to enjoy this type of out-of-the-box communication
tool.
Once an Adobe Connect host gets the hang of it,
I'm certain online meetings involving several people
from various locations can enjoy productive
meetings. The chat feature, ability to raise hands,
etc., and a place for meeting agendas, notes, and
other presentation materials - all in one screen -
makes for a potentially exciting and productive
experience. -- DSR
Conceptual Framework Reflection: The Leadership
indicator was most pronounced as I took the new
skills I learned in this class and exported them to my
job. There I was now equipped to bring strong
leadership to a Collaborative environment involving
webinars (which I took initiative to host) and wikis
(which I created) to form an online weekly staff
webinar effectively eliminating the need for face-to-
face staff meetings. – DSR
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 Artifacts and Reflections
Indicator
a. Design developmentally appropriate Adaptive: The candidate should Artifact: Distance Education Instructional Design
learning opportunities that apply technology- be able to demonstrate flexibility Plan
enhanced instructional strategies to support and strategic planning appropriate Course: MEDT 7472 – Introduction to Distance
the diverse needs of learners. to a wide variety of learners for Education
effective transformational Semester: Spring 2011
systemic change. NETS Reflection: Creating my own learning module
in CourseDen – additional supporting artifacts
Reflective: The candidate should include:
be able to demonstrate critical
thinking skills in the diagnosis and
Learning Module Syllabus
prescription for transformational
systemic change. Instructor Narrated Bio
What a thoroughly interesting assignment this
turned out to be. I had never planned – in advance
– a web-based experience instructional design
down to every detail including every working link.
This project provided me with hands-on design
practice where I could be coached by my professor
and critiqued by my peers.
To meet the rubric, I found myself having to learn
new tools as I went along like Jing, Impactica, and
narrated PowerPoint. Beyond the technology, I used
real-world teacher skills like writing objectives,
lessons plans, and developed six modules worth of
lessons complete with quizzes, discussion board
questions, and additional resources. I even was
able to experiment with providing (fictitious)
students with a mutli-option final project menu from
which to choose from. This assignment was a high
water mark for me in my online skills development. -
– DSR
Conceptual Framework Reflection: This artifact
challenged me to use the Adaptive COE indicator
as I built my first learning module and adapted it to
a fictions online academy. My ultimate goal includes
launching a virtual educational community in my
own organization and adapt what I have learned
here at UWG to bring about truly transformational
systemic change. -- DSR
b. Apply current research on teaching and Adaptive: The candidate should Artifact: Google Docs
learning with technology when planning be able to demonstrate flexibility Course: MEDT 7462 – Internet Tools, Resources,
learning environments and experiences. and strategic planning appropriate and Issues
to a wide variety of learners for Semester: Summer 2011
effective transformational NETS Reflection: Google has
systemic change. become the amazing global superpower that is has
because their creative team has brought
complex programming and coding capabilities once
reserved for an eclectic minority within a finger’s
reach of billions of ordinary people. The small
pockets of humanity that don’t understand the
words “Coca-Cola” and “Google” are becoming as
scarce as fresh water in the Sahara desert.
The revolutionary ease of using Google Web 2.0
tools like Google Forms is astonishing. In one
sitting, a “newbie” can create a handsome and
productive survey, quiz, or form that automatically
pours its results into a utilitarian spreadsheet that
can actually be interpreted by a grocery store clerk.
Click File > New in any Google Doc and a new
world opens up with instant access to Web
2.0 tools like:
● Documents
● Presentations
● Spreadsheets
● Forms
● Drawings
● Templates
Customization tools allow online collaborators to
add HTML code with the touch of an
icon.
Hyperlinks are a point-and-click away to bring the
entire resources of the Internet to your
document: (example) My UWG (University of West
Georgia). Google Docs: So much more; so much
fun! -- DSR
Conceptual Framework Reflection: I definitely have
learned the value of being flexible and Adaptive. I
took what I learned in this exercise and created a
new system of collecting data through Google
Forms, and posting and sharing documents online
in my organization. This exercise led to
transformational system change in the most literal
sense. -- DSR
c. Identify and locate technology resources Proactive: The candidate should Artifact: The Big Three Questions
and evaluate them for accuracy and be able to advocate for the Course: MEDT 8463 – Issues in Instructional
suitability. removal of barriers that impede Technology
lifelong learning and hinder Semester: Spring 2011
transformational systemic change. NETS Reflection: This artifact called for an APA 6th
edition formatting and styling paper to be written
Reflective: The candidate should addressing three questions every media specialist
be able to demonstrate critical needs to consider when diffusing innovation:
thinking skills in the diagnosis and
prescription for transformational 1. What does this technology really do?
systemic change.
2. What specific and necessary problem will this
piece of technology solve?
3. What cheaper/better/easier technology
already exists to solve your problem and in
what way is the proposed innovation an
improvement over other options or the
existing way of doing things?
My proposed technology to run through the grid of
this framework was an online storage service called
Dropbox. In this paper I made my case that this
innovation was not only justifiable to diffuse but a
preferred method given students and teachers can
obtain 2 gigabytes of free space through the service
for online storage. -- DSR
Conceptual Framework Reflection:
d. Plan for the management of technology Reflective: The candidate should Artifact: Technology-Connected Lesson Plan
resources within the context of learning be able to demonstrate critical Course: MEDT 7462 – Internet Tools, Resources,
activities. thinking skills in the diagnosis and and Issues
prescription for transformational Semester: Summer 2011
systemic change. NETS Reflection: Using a template supplied by Dr.
Bray, I wrote my first technology-connected lesson
Culturally Sensitive: The plan. Since I am a disabled graduate student, I
candidate should be able to made certain my scenario included special needs
develop awareness and students that required accommodations.
understanding of individual and
group differences when
In this exercise I wrote objectives, curricular
diagnosing and prescribing
connections to QCC/IEP standards, assessment
transformational systemic change.
criteria, technology and materials required, related
URLs, and procedures. -- DSR
Conceptual Framework Reflection: This artifact
helped me be Proactive in researching and locating
free options for online storage and syncing
capability for stakeholders to use where a monthly
fee to use a similar service would cost prohibitive.
This assignment also shows that I can be Reflective
because I am able to demonstrate critical thinking
skills in my research and apply what I’ve learned
toward removing barriers. -- DSR
e. Plan strategies to manage student learning Inquisitive: The candidate should Artifact: Henry County Cooperative Online course
in a technology-enhanced environment. seek continually to improve their Review Project – Review of:
knowledge, disposition, and skills
to influence transformational Luella Middle School 7th Grade Science
systemic change. Class
Luella Middle School 8th Grade Business
Collaborative: The candidate Technology Class
should be able to develop skills to
work effectively with various
stakeholders involved in the Course: MEDT 7472 – Introduction to Distance
educational process that will bring Education
about transformational systemic Semester: Spring 2011
change. NETS Reflection: It’s hard to overstate the
importance of this project in my personal
development as an instructional technology
specialist. Dr. Jason Huett assembled a masterful
collection of assignments that stretched his students
so much so that we couldn’t help but grow, adapt,
and learn innovative new ways to create and
collaborate. I felt my contribution in this
assignment, which is more accurately described as
multiple assignments, was significant in that I was
having a direct positive impact on helping two actual
teachers at Luella Middle School improve their
online classes. I had never used wikis or
Voicethread technology prior to this assignment,
and it blasted open an entire new world of outside
the classroom innovations for me personally. Time
will tell but I feel this is one of the most important
projects in one of the most important classes
learning from one of the finest teachers I have ever
studied under. -- DSR
Conceptual Framework Reflection: This challenging
project forced me to be Inquisitive and highly
Collaborative. I was on two teams that performed
remote reviews in the context of a wiki environment
plus e-learning modules of Luella Middle School in
Henry County. The assignment required that we
explore everything the two online instructors
proposed to teach their students in a virtual
environment. The collaboration level in the Henry
County Project represents one of the richest
experiences in online collaboration I have had to
date in my academic career. -- DSR
f. Identify and apply instructional design Empathetic: The candidate should Artifact: Internet Tool Presentation
principles associated with the development of be able to develop the sensitivity Course: MEDT 7462 – Internet Tools, Resources,
technology resources. for individual, family, and and Issues
institutional needs that will Semester: Summer 2011
embrace transformational NETS Reflection: Thus far in my degree program I
systemic change. have learned the value of Jing or Camtasia tutorials
that my professors have kindly provided. Whether
Reflective: The candidate should they are assigned or optional, I made a practice of
be able to demonstrate critical watching them because of their incredible capacity
thinking skills in the diagnosis and to help students learn by observation involving
prescription for transformational multiple senses. In the same way, I wanted to learn
systemic change. how to create for my future students a Camtasia
tutorial introducing a new innovation that is equally
utilitarian – Voicethread. This project required me to
hone my skill at learning the nuances of video
recording and editing as well as uploaded a
PowerPoint presentation to Voicethread and record
narrations for viewers to have an interactive learning
experience. -- DSR
Conceptual Framework Reflection: This artifact
demonstrated that I can be Empathetic to others as
I am engaging in instructional design. I learned how
valuable and useful video tutorials can be for
students during the Henry County Project. The
Reflective COE indicator was apparent for me in this
project in that I became sensitive to the fact that
many students need to multiple ways to interpret
course objectives and fully understand the rubric for
grading. Video tutorials help bring directions into
sharper focus and I determined that I would carry
that forward in my own teaching style. -- DSR
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 Artifacts and Reflections
Indicator
a. Facilitate technology-enhanced Knowledgeable: The candidate Artifact: Henry County Cooperative Online course
experiences that address content standards should be able to demonstrate Review Project – Standards-based review in Excel
and student technology standards. general knowledge inherent in a including:
liberal arts curriculum, advanced
knowledge in content areas, and Individual Review
specific knowledge in professional Group Review
education for the implementation
of transformational systemic
Course: MEDT 7472 – Introduction to Distance
change.
Education
Semester: Spring 2011
Collaborative: The candidate
should be able to develop skills to NETS Reflection: The Individual Review Excel
work effectively with various spreadsheet is one of two assignments that I
stakeholders involved in the completed for this project. Using standards created
educational process that will bring by iNACOL, I used the Angel login system to access
about transformational systemic Jason Watts’ Business Technology online course. I
change. examined his course content, instructional design,
student assessments, technology use, and 21st
century skills. I then awarded a numeric rating on 0-
4 scale with 4 being the highest. I had to justify in
writing any score 2 or less. I then summarized
course strengths and student interaction
opportunities. I performed a similar evaluation for a
7th grade Science class at Luella Middle School – all
remotely through Angel. The second supplemental
artifact in this reflection shows our Group Review
which we collaborated extensively on and submitted
for grading. -- DSR
Conceptual Framework Reflection: Knowledgeable
and Collaborative were COE indicators that were
prevalent in this artifact. This was my first exposure
to the fairly exhaustive standards policy that online
course in Georgia must undergo. I expanded my
knowledge base and gained an entirely new
perspective of how online courses in general are
constructed. This exercise also required me to be
on two teams of three persons to form group
reviews, average our combined scores, and
generate a group review as well as an individual
review. -- DSR
b. Use technology to support learner-centered Leading: The candidate should be Artifact: Stakeholders Interview
strategies that address the diverse needs of able to demonstrate effective Course: MEDT 8461 – Diffusion of Innovations
students. leadership skills to initiate and Semester: Summer 2011
facilitate transformational NETS Reflection: This collaborative project
systemic change. consisted of creating a Voicethread questionnaire
for the stakeholders in my organization to respond
Collaborative: The candidate to the technology integration that I have been
should be able to develop skills to primarily responsible for rolling out. I polled these
work effectively with various high level leaders on:
stakeholders involved in the
educational process that will bring
General technology integration issues
about transformational systemic
change. Our new cloud-based contact management
SaaS
Our use of multiple wikis from
Wikispaces.com
Our online webinars using Cisco’s WebEx
Our web based curriculum (video & MP3
formats)
Our integration with Android and iPhone/iPad
OS
How this relates to public school
The interview process, the format, and the
responses all helped me to better understand
student-centered learning strategies and how we
can leverage technology enterprise-wise to meet
the diverse needs of stakeholders. -- DSR
Conceptual Framework Reflection: This exercise
required me to use my Leadership skills and
organize a Collaborative (and innovative) online poll
using Voicethread. This was a very successful
learning assignment and my professor rewarded me
for it. -- DSR
c. Apply technology to demonstrate students' Leading: The candidate should be Artifact: Hands-On Technology Project
higher-order skills and creativity. able to demonstrate effective Course: MEDT 8461 – Diffusion of Innovations
leadership skills to initiate and Semester: Summer 2011
facilitate transformational NETS Reflection: This project was well received by
systemic change. my classmates because I designed it to help them
prepare for their exit electronic portfolio. I produced
Proactive: The candidate should a narrated PowerPoint walking students through the
be able to advocate for the MIT EdS Program Resource Wiki which provides all
removal of barriers that impede the necessary information to fulfill our graduation
lifelong learning and hinder requirement of building an electronic portfolio
transformational systemic change.
displaying our work. I produced an 8:53 Camtasia
tutorial of my own electronic portfolio that I am
systematically and incrementally building using a
wiki under the My UWG external resources link to
Wikispaces. This was a helpful exercise for me to
complete in that it confirmed the importance of
starting to compile my own exit portfolio from my
very first semester. This ease at which I am able to
locate appropriate artifacts from my electronic
portfolio wiki to complete this midpoint assessment
is proof that having an organized system of instant
information access is vitally important. -- DSR
Conceptual Framework Reflection: I employed the
Leading and Proactive COE indicators in this
artifact. First, I took initiative to cast vision to my
fellow graduate students at UWG to being now
preparing their exit electronic portfolio. Using my
own exit portfolio wiki as an example, I became an
advocate for using a wiki to produce a simple yet
effective presentation of their entire degree
materials. -- DSR
d. Manage student learning activities in a Leading: The candidate should be Artifact: Video Walkthrough of Henry County Online
technology-enhanced environment. able to demonstrate effective Course Reviews including:
leadership skills to initiate and
facilitate transformational Luella Middle School 7th Grade Science
systemic change. Class
Knowledgeable: The candidate Luella Middle School 8th Grade Business
should be able to demonstrate Technology Class
general knowledge inherent in a
liberal arts curriculum, advanced
knowledge in content areas, and
specific knowledge in professional Course: MEDT 7472 – Introduction to Distance
education for the implementation Education
of transformational systemic Semester: Spring 2011
change. NETS Reflection: This artifact provides narrated
video reviews of a 7th Grade Science class and an
8th Grade Business Technology class at Luella
Middle School. I purposely chose to use Jing from
Techsmith (makers of Camtasia) to produce a short
but helpful visual summary of the courses because I
wanted to experiment with using a free, less
sophisticated video capture product than Camtasia.
I feel this experiment was successful in that it
provided experience with a free product that also
has tremendous screen capture capabilities. I keep
Jing up in memory on my Windows 7 PC and have
used the product countless time for effortless screen
capture. I observed that Jason Watts, the teacher
of the Business Technology class, also used Jing to
produce 5 minute (or less) training videos for his
students. Providing exposure to students and
faculty of low or no cost web tools is part of my core
philosophy as an emerging media specialist. --
DSR
Conceptual Framework Reflection: In this exercise, I
used the Leading and Knowledgeable indicators. I
was the unofficial “team leader” on both review
teams in the Henry County Project. I used my
Voicethread account, I created templates for the
PowerPoint, I researched supplemental resources
and links that I posted on our collaborative wiki, and
I was first to turn in my assignments and offered to
help my team mates complete their assignments. I
gained so much knowledge in the Henry County
Project that definitely has the potential to effect
transformational systemic change at some
opportunity in my future. -- DSR
e. Use current research and Artifact:
district/state/national content and technology Course:
standards to build lessons and units of Semester:
instruction. NETS Reflection:
Conceptual Framework Reflection:
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 Artifacts and Reflections
Indicator
a. Apply technology in assessing student Knowledgeable: The candidate Artifact: Constructing a quiz.
learning of subject matter using a variety of should be able to demonstrate
assessment techniques. general knowledge inherent in a Develop Quiz Questions
liberal arts curriculum, advanced Quizlet.com
knowledge in content areas, and
specific knowledge in professional Course: MEDT 7472 – Introduction to Distance
education for the implementation Education
of transformational systemic
Semester: Spring 2011
change.
NETS Reflection: Every teacher should have skills
and practical experience putting together quizzes
and tests to assess student learning. Dr. Huett
created a graded exercise to hone out skills in this
foundational tool. The “Develop Quiz Questions”
link above demonstrates my ability to construct
true/false and multiple choice questions,
A classmate introduced me to a wonderful web site
that helps educators create extremely utilitarian
quizzes, flashcards, and practice exams on
www.quizlet.com. The free Web 2.0 quiz site offers
a simple and effective resource to create shareable
quizzes quickly with a low learning curve. I have
since created several flashcards sets and learned
how to train others in taking practice tests from the
material. This web site is a great addition to any
teacher’s toolbox.
Finally, I successfully built a quiz in CourseDen
while developing my own learning module.
Although not nearly as easy as quizlet.com, the
CourseDen version seamlessly integrates with the
learning management system making it the obvious
choice for educators who use the Blackboard Vista
product. -- DSR
Conceptual Framework Reflection: The conceptual
framework descriptor Knowledgeable immediately
comes to mind regarding this artifact. I learned not
just how to put a quiz together for assessment
purposes but how to put together an effective quiz.
Further, a fellow classmate told me about
quizlet.com which brought transformation systemic
change to me personally! -- DSR
b. Use technology resources to collect and Leading: The candidate should be Artifact: Assignment 3.16 – Google Forms
analyze data, interpret results, and able to demonstrate effective Course: MEDT 7462 – Internet Tools, Resources,
communicate findings to improve instructional leadership skills to initiate and and Issues
practice and maximize student learning. facilitate transformational Semester: Summer 2011
systemic change NETS Reflection: Google has invested tens of
millions of research and development dollars to
Adaptive: The candidate should bring real-world Web 2.0 tools to billions of people
be able to demonstrate flexibility at no cost. One of the most useful tools that I
and strategic planning appropriate encountered in this class that changed the way I
to a wide variety of learners for use technology is Google Forms. This exercise
effective transformational introduced me to the backstory of Google Forms
systemic change.
and the variety of ways that I can collect and report
data.
While the class exercise was a fun exercise in
collaborating with fellow classmates on building the
perfect ice cream sundae, the after effects of this
exercise have been far reaching. I have integrated
Google Forms into the data collection protocol for
the organization of which I am a senior leader and it
has provide an efficient new way to collect data that
literally made the old system defunct and obsolete.
-- DSR
Conceptual Framework Reflection: Leading and
Adaptive are most apparent in this artifact outside
the classroom and into the marketplace. Using my
newfound knowledge of Google Forms, I adapted it
to totally eliminate the way we collect data in our
organization. Without exaggeration, this lesson
helped me to have the skills to revolutionize how we
do business. -- DSR
c. Apply multiple methods of evaluation to Artifact:
determine students' appropriate use of Course:
technology resources for learning, Semester:
communication, and productivity. NETS Reflection:
Conceptual Framework Reflection:
TL-V. Productivity and Professional Practice
Educational technology leaders design, develop, evaluate and model products
created using technology resources to improve and enhance their productivity
and professional practice. Educational technology leaders:
Performance Indicator COE Conceptual Framework Artifacts and Reflections
Indicator
a. Use technology resources to engage in Inquisitive: The candidate should Artifact: My Ed.S. Technology Toolbox
ongoing professional development and seek continually to improve their Course: MEDT 8463 – Issues in Instructional
lifelong learning. knowledge, disposition, and skills Technology
to influence transformational Semester: Spring 2011
systemic change. NETS Reflection: This artifact may be my pride and
joy. I affectionately call this “My Ed.S. Technology
Collaborative: The candidate Toolbox.” It a phrase I coined to describe the
should be able to develop skills to repository of every useful web site, Web 2.0 tool,
work effectively with various resource, and article that I am gleaning from not
stakeholders involved in the only coursework but from the tech tips and
educational process that will bring discussion board postings of my fellow students.
about transformational systemic Often a comment made in passing in a discussion
change. post ends up as a technology tool in my toolbox.
I started incrementally collecting these tools and
storing them in sequential order from my first UWG
class to present. From my coursework I discovered
wikis (discussed in detail in a later artifact) which
now houses my electronic portfolio that I will present
at my oral exams prior to graduation. I discipline
myself to stay current on this collection process and
try to do so on my 6-day-per-week course study
routine. I find that having instant information access
to a growing inventory of education-related sites
and tools helps me respond rapidly to the needs
and requests of peers who are looking for new
innovation. I think we all learn better together in
community and I am a good example of benefitting
from the good ideas and research of others who
have blazed a trail before me. -- DSR
Conceptual Framework Reflection: The Inquisitive
and Collaborative indicators are an overwhelming
part of this artifact. I have a new hobby thanks to
this UWG degree program. I now collect technology
tools, educational websites, and critical article links.
I keep them all in My Ed.S. Toolbox on the
electronic portfolio wiki. I have come to rely on my
fellow classmates to provide me with rich content to
add to my toolbox every semester. New faces and
names mean new knowledge and tools. Hopefully I
can reciprocate and share what I am learning in a
free exchange of ideas. -- DSR
b. Continually evaluate and reflect on Inquisitive: The candidate should Artifact: Professional Development Article Review
professional practice to make informed seek continually to improve their Course: MEDT 8463 – Issues in Instructional
decisions regarding the use of technology in knowledge, disposition, and skills Technology
support of student learning. to influence transformational Semester: Spring 2011
systemic change. NETS Reflection: This artifact brought focus to me
on the issues involving professional development of
pre-service and in-service educators. The refereed
article that I chose to review as entitled, “Using
Sociocultural Theory to Guide Teacher Use and
Integration of Instructional Technology in Two
Professional Development Schools.” The 2005
article was published in the Journal of Computing in
Teaching Education. Without going into great
detail, the article detailed a four-year Preparing
Tomorrow’s Teachers in Technology project.
The big idea is that continuing education for
teachings is vital and should be consider a core
value of an educator. -- DSR
Conceptual Framework Reflection: The Inquisitive
COE indicator matches perfectly with this artifact in
that the indicator itself pronounces exactly what
should be taking place in the lives of all of us in the
academic field: “Inquisitive: The candidate should
seek continually to improve their knowledge,
disposition, and skills to influence transformational
systemic change.” -- DSR
c. Apply technology to increase productivity. Inquisitive: The candidate should Artifact: Assignment 3.4 – Creating a Blog with
seek continually to improve their Blogger
knowledge, disposition, and skills
to influence transformational Related links:
systemic change.
MEDT 7462 Class Blog
Adaptive: The candidate should Diffusion of Innovations Blog
be able to demonstrate flexibility
DMS E-Update Blog
and strategic planning appropriate
to a wide variety of learners for The Journey Blog
effective transformational The 21-Day Challenge Blog
systemic change.
Course: MEDT 7462 – Internet Tools, Resources,
and Issues
Semester: Summer 2011
NETS Reflection: I didn’t get the revelation of the
big picture of the importance of blogging until I took
this class. Even the most technologically timid
among us has more than likely heard of blogging
and has at least a cursory understanding. Our
course textbook devoted a large portion of a chapter
to this subject matter and it made a real believer out
of me. The bullet points above with active links are
not the only blogs I author or follow. Not
surprisingly, while blogging has been around for
quite some time there are pockets of people who
have never participated in a blog first hand. I have
had the pleasure to be an evangelist for this form of
online collaboration. My blog of choice is Blogger
and I can created a new blog in minutes and
demonstrate to others how to do the same, in
person or even over the phone from memory. I
even found blogging a unique way to present some
of my class projects as is exemplified by the MEDT
7462 Class Blog and the Diffusion of Innovations
Blog. -- DSR
Conceptual Framework Reflection: Inquisitive and
Adaptive both are appropriate indicators of this
artifact. Blogging was a relatively new concept to
me and for me the revelation came in reading a
chapter about blogging in one of my course
textbooks. I was curious how I could leverage this
technology in the way described in success stories
in the textbook and was able to adapt many of the
ideas I learned about in my reading into my own
organization. To this day, I continue to bring
blogging to the multiple circles of influence that I am
a part of. -- DSR
d. Use technology to communicate and Collaborative: The candidate Artifact: Diffusion and Adoption Reflection Paper
collaborate with peers, parents, and the larger should be able to develop skills to Course: MEDT 8461 - Diffusion of Innovations
community in order to nurture student work effectively with various Semester: Summer 2011
learning. stakeholders involved in the NETS Reflection: I had a good deal of fun writing
educational process that will bring this paper. The paper chronicled my personal
about transformational systemic journey out of an old wineskin into an entirely new
change. method of using technology to communicate and
collaborate within my organization using wikis.
“What’s a wiki?” was a question I had to answer
again and again among my own constituency. Dr.
Moller challenged us to consider a real-world
technology integration rollout. My paper attempted
to document the evolution of this rollout and the
resulting revolution that transpired in my
organization by the implementation of wikis.
I took a close look at the setting, the
implementation, and the outcome. Further, I
provided a series of screenshots of the mastheads
of wikis that I have since created and are in active
use in my place of business including:
CLC Leaders Wiki (figure 3)
CLC Student Ministries Wiki (figure 4)
CLC Emerging Leaders Wiki (figure 5)
CLC School of Leaders Wiki (figure 6)
CLC Pastor Staff Wiki (figure 7)
I then ran this technology through the framework of
Rogers five innovation attributes: Relative
advantage, compatibility, complexity, trialability, and
observability. -- DSR
Conceptual Framework Reflection: As you can see
from the bulleted list of wikis in my NETS reflection,
I have learned a great deal of how to leverage wikis
for online collaboration. Wikis are tailor-made for
collaboration and enthusiastically wrote about my
positive experience in this regard in this paper.
There are dozens and dozens of people that are
directly impacted every day from the wikis I have
designed and are in active use as of this writing. --
DSR
TL-VI. Social, Ethical, Legal, and Human Issues
Educational technology leaders understand the social, ethical, legal, and human
issues surrounding the use of technology in PK-12 schools and develop
programs facilitating application of that understanding in practice throughout their
district/region/state. Educational technology leaders:
Performance Indicator COE Conceptual Framework Artifacts and Reflections
Indicator
a. Model and teach legal and ethical practice Proactive: The candidate should Artifact: Amy Burks Interview (audio / blog)
related to technology use. be able to advocate for the Course: MEDT 8461 – Diffusion of Innovations
removal of barriers that impede Semester: Summer 2011
lifelong learning and hinder NETS Reflection: There are both legal and ethical
transformational systemic change. ramifications of accommodating disable students in
the classroom at all levels. The Rehabilitation Act of
1973 and Section 504 of the legal code made
education more accessible to tens of thousands of
students. More than a “politically correct” posture,
there is a moral obligation to level the playing field
as much as possible on the issue of access to
quality education for all.
For this assignment, I chose to interview Amy
Burks, who is the Adaptive Technology Coordinator
at Middle Tennessee State University. Amy has
been successfully integrating technology in a higher
education environment for disabled students to not
only meet ADA access standards but to increase
the quality of their lives. I used digital voice
recorder to conduct a live interview using a series of
instructor-recommended questions. In this
interview, Amy passionately shared that the digital
divide that often separates students with disabilities
from access to a quality education is diminishing.
With Dr. Moller’s permission, I experimented with
submitting my assignment via a blog rather than a
document or PowerPoint in the CourseDen
Dropbox. I wanted to see how a blog might
enhance sharing the assignment with fellow
students. I was able to take several digital photos in
the Adaptive Technology Lab and upload them to
Picasa and import them as an HTML slideshow on
the blog. I shared a static photo of Amy, captured
a key quote from her interview as the lead
introduction, provided live links to important
disabled student web sites, and included a link to
the nearly 30-minute audio interview. Further, I
provided web links to Wikipedia for The
Rehabilitation Act of 1973 and particularly Section
508 which required government agencies to make
their information technology accessible to people
with disabilities. Finally, I included a paper I wrote
during my masters coursework pertaining to legal
issues facing students with disabilities which
includes a fairly exhaustive list of disability services
and web sites for future reference.
Legal Issues Impacting Disabled Students
It was reported that this was an eye-opening
assignment to those peers in class who took the
time to review it. -- DSR
Conceptual Framework Reflection: I was Proactive
in my choice to conduct an interview with Amy
Burks of the Adaptive Technology Lab at MTSU.
Although MTSU is a progressive disabled-student
centered institution, not every campus in higher
education is as prepared to be congenial to this
often marginalized group of students. Hearkening
to my Acceptable Use Policy artifact that appears a
few standards below this one…few of my peers who
were tasked to write their own AUP even considered
disabled students. -- DSR
b. Apply technology resources to enable and Reflective: The candidate should Artifact:
empower learners with diverse backgrounds, be able to demonstrate critical Course:
characteristics, and abilities. thinking skills in the diagnosis and Semester:
prescription for transformational NETS Reflection:
systemic change. Conceptual Framework Reflection:
c. Identify and use technology resources that Culturally Sensitive: The Artifact: Assignment 3.13 – Google Translate
affirm diversity. candidate should be able to Course: MEDT 7462 – Internet Tools, Resources,
develop awareness and and Issues
understanding of individual and Semester: Summer 2011
group differences when NETS Reflection: Since the Tower of Babel, the
diagnosing and prescribing language divide has segregated mankind into
transformational systemic change. nations, tribes, and people groups strewn
throughout the planet. The inability to communicate
Empathetic: The candidate should drove people to cloister together for survival. In the
be able to develop the sensitivity millennia since Babel, tools like Google Translate
for individual, family, and
have made communication not only possible but
institutional needs that will
simple for the common man. Students from China
embrace transformational
can effectively communicate with students in a
systemic change.
Georgia middle school. It is possible and it is being
done through Google Translate. What an
ingenious, incredible tool! An American tourist in a
foreign country with a smartphone and Internet
access literally could function and communicate with
another non-English speaking culture. The
performance indicator says, “Identify and use
technology resources that affirm diversity.”
Learning to use Google Translate makes this ideal a
practical reality. -- DSR
Conceptual Framework Reflection: It is imperative
that we as educators be Culturally Sensitive and
Empathetic to those of different ethnicities,
orientations, and religious preferences. This
assignment tackled the most basic cultural divide –
the language barrier. It is incumbent upon
educators to lead the way in helping bridge the gaps
that separate students from one another given that
students can now work collaboratively from India
and Indiana. -- DSR
d. Promote safe and healthy use of Inquisitive: The candidate should Artifact: Discussion 9: Acceptable Use Practices
technology resources. seek continually to improve their (AUPs)
knowledge, disposition, and skills Course: MEDT 7462 – Internet Tools, Resources,
to influence transformational and Issues
systemic change. Semester: Summer 2011
NETS Reflection:
Proactive: The candidate should
be able to advocate for the This artifact represents an assignment to establish
removal of barriers that impede goals for the use of read/write web tools. As a
lifelong learning and hinder disabled student with a severe visual impairment, I
transformational systemic change.
was able to come at this assignment from a unique
perspective that generated a good deal of
discussion among my classmates. I had to address
3 subject areas and the bullet points below are my
response:
1. Establish goals involving administrative functions,
classroom management, and instructional
objectives.
All students shall be given equal access to
Information Technology assets
Best practices in accommodating students
with disabilities in conformity with ADA
regulations shall be enforced
Read-write technologies will be limited to use
for course-related educational purposes in
designated areas
2. Itemize and describe specific uses of read/write
Web applications that you will promote and support,
tied to the goals established in the first section.
The University will work with every student to
ensure they have access to read/write tools
on- and off campus
Students use Information Technology assets
for collaboration, communication, and
projects relating to instructor assignments
Students with disabilities use provided
adaptive technology to accomplish course
related assignments
3. Briefly but clearly identify those activities that will
not be allowed.
Students will refrain from use of Information
Technology assets for gaming, chatting,
profiting from a business, engaging in
defamatory, vulgar, or obscene behavior
Finally, I shared the AUP from my own alma mater,
Middle Tennessee State University:
MTSU’s AUP
-- DSR
Conceptual Framework Reflection: One needs to
be Inquisitive and Proactive to write a good
Acceptable Use Practice for technology in a
classroom or school system. It takes leadership
and initiative to do your homework and find out what
is legal, acceptable, and fair to all stakeholders and
then formulate a plan for your particular application
that brings in the best boundaries to help learning
be safe and reasonable for all. -- DSR
e. Facilitate equitable access to technology Culturally Sensitive: The Artifact: David Robertson’s Tech Tip
resources for all students. candidate should be able to Course: MEDT 8463 – Issues in Instructional
develop awareness and Technology
understanding of individual and Semester: Spring 2011
group differences when NETS Reflection: This is one of my favorite
diagnosing and prescribing artifacts. I appreciated Dr. Moller giving us latitude
transformational systemic change. to share out of our own personal experience the
Empathetic: The candidate should technical tools and tips that we use in our everyday
be able to develop the sensitivity lives. I collected several new tools from my peers in
for individual, family, and this exercise. I went into detail about the
institutional needs that will advantages of three tools that have positively
embrace transformational impacted my own personal productivity. I received
systemic change. much good feedback from my fellow classmates
about these recommendations. The three tech tips I
shared were:
Windows Office Live – Free web site & tools
Dropbox.com – Free online storage &
syncing
Lynda.com – Fee-based tutorials for most
software
The reason I chose this artifact to match with the
standard of equity access for technology resources
is that for no or low cost everybody can have access
to powerful tools that can catapult them into a
position of confidence and competence in the
school or marketplace. Lack of funds should not
prevent persons from having access to advanced
technology. -- DSR
Conceptual Framework Reflection: I put the
indicator COE indicator Culturally Sensitive in this
section to accommodate those of a lower
socioeconomic status who cannot afford access to
the advanced technology in all cases. The harsh
reality is that some of students in our modern
culture only receive adequate nutrition during the
school week and counselors and teachers have
been known to send food home with students of
indigent parents to help them make it through the
weekend. If this is the case with the basic staples of
life, how much more difficult would it be to secure
limited funds for technology purposes? Therefore,
equipping students of all economic status with tools
that are free or low cost to better themselves and
make themselves more competitive in the
marketplace is sound and exemplifies cultural
sensitivity. -- DSR
TL-VII. Procedures, Policies, Planning, and Budgeting for Technology
Environments.
Educational technology leaders coordinate development and direct
implementation of technology infrastructure procedures, policies, plans, and
budgets for PK-12 schools. Educational technology leaders:
Performance Indicator COE Conceptual Framework Artifacts and Reflections
Indicator
a. Use the school technology facilities and Empathetic: The candidate should Artifact: Surviving Change: A Survey of Educational
resources to implement classroom instruction. be able to develop the sensitivity Change Models by James B. Ellsworth (Course
for individual, family, and Textbook)
institutional needs that will Course: MEDT 8461 – Diffusion of Innovations
embrace transformational Semester: Summer 2011
systemic change. NETS Reflection: The artifact that I list here is
epitomizes for me the spirit of the standard: “Use
the school technology facilities and resources to
implement classroom instruction.”
The link above is to our course textbook that Dr.
Moller generously provided for us free of charge
and thanks to the resources the UWG library. It was
not only helpful to have a PDF version of the entire
text on my PC to use offline but also to have access
to this text courtesy of UWG school resources for no
cost. One book I have on my desk right now costs
around $140 and another for this term about $100.
The classroom instruction did not diminish one iota
because we used a free course textbook. I am
grateful for the vast resources that are available to
us via the UWG’s holdings. -- DSR
Conceptual Framework Reflection: As explained
above in my NETS reflection, the ability to think
outside ourselves as educators and be Empathetic
is critical if we purport to be fair and equitable
educators. Whether that means providing textbooks
for no cost as the artifact in this section illustrates or
other tools to those who otherwise could not afford
them, it is important the we be considerate of all the
diversity of our students including those whose
socioeconomic position might be compromised. --
DSR
b. Follow procedures and guidelines used in Adaptive: The candidate should Artifact:
planning and purchasing technology be able to demonstrate flexibility Course:
resources. and strategic planning appropriate Semester: Summer 2011
to a wide variety of learners for NETS Reflection:
effective transformational Conceptual Framework Reflection:
systemic change.
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 systemic
change.
c. Participate in professional development Artifact:
opportunities related to management of Course:
school facilities, technology resources, and Semester:
purchases. NETS Reflection:
Conceptual Framework Reflection:
TL-VIII. Leadership and Vision
Educational technology leaders will facilitate development of a shared vision for
comprehensive integration of technology and foster an environment and culture
conducive to the realization of the vision. Educational technology leaders:
Performance Indicator COE Conceptual Framework Artifacts and Reflections
Indicator
a. Identify and apply educational and Reflective: The candidate should Artifact: Discussion 13 – Future of Web 2.0 (and
technology-related research, the psychology be able to demonstrate critical Beyond)
of learning, and instructional design principles thinking skills in the diagnosis and Course: MEDT 7462 – Internet Tools, Resources,
in guiding the use of computers and prescription for transformational and Issues
technology in education. systemic change. Semester: Summer 2011
NETS Reflection: This artifact captures the standard
beautifully for me. I had more responses to this
discussion post than any other post in my history at
UWG. The psychology behind it seemed to suggest
that the use of humor and contemporary media
examples struck a chord in the minds of my fellow
classmates. This only affirmed how applying similar
concepts in the classroom can affect student
outcomes. Using critical thinking skills, I attempted
in this exercise to speculate what the future of Web
3.0 might look like. What fun! -- DSR
Conceptual Framework Reflection: The COE
indicator required a Reflective use of critical thinking
skills to ponder what Web 3.0 might look like in the
future. While it is fun to speculate it is also
important to pull in all the data from our knowledge-
base to make statements that don’t seem outlandish
based on ignorance but potentially viable based on
educated guesses. -- DSR
= Decisive: The candidate should Artifact:
be able to demonstrate Course:
knowledge and skills when Semester:
making decisions that will NETS Reflection:
influence effective Conceptual Framework Reflection:
transformational systemic change.
c. Apply effective group process skills. Collaborative: The candidate Artifact: Assignment 3.8 – Presentation Tools
should be able to develop skills to Course: MEDT 7462 – Internet Tools, Resources,
work effectively with various and Issues
stakeholders involved in the Semester: Summer 2011
educational process that will bring NETS Reflection: This artifact represents a
about transformational systemic wonderful collaborative experience. Three students
change. having never used Google’s Web 2.0 presentation
tools applet worked together, independently,
asynchronously, from three different venues and
two different time zones to accomplish one
beautifully harmonious presentation. Hats off to
Google for making the complex simple and the often
expensive available for free. -- DSR
Conceptual Framework Reflection: This artifact
beautifully exemplified the conceptual framework
descriptor of Collaborative the NETS reflection
above describes. While my team was in different
states and time zones, we may as well have been
stationed on different continents – it would have
made no difference in the outcome of our
collaborative online presentation. The Web 2.0
tools (in this case provided by Google) made this
possible and easy. The exciting frontier of Internet
collaboration is expanding to publishing, music
recording, motion picture creation, and a myriad of
other innovative and ground breaking possibilities.
-- DSR
d. Lead in the development and evaluation of Artifact:
district technology planning and Course:
implementation. Semester:
NETS Reflection:
Conceptual Framework Reflection:
e. Engage in supervised field-based Artifact:
experiences with accomplished technology Course:
facilitators and/or directors. Semester:
NETS Reflection:
Conceptual Framework Reflection:
II. COE CONCEPTUAL FRAMEWORK
Conceptual Framework Descriptors
1. Decisive: The candidate should be able to demonstrate knowledge and skills when
making decisions that will influence effective transformational systemic change.
2. Leading: The candidate should be able to demonstrate effective leadership skills to
initiate and facilitate transformational systemic change.
3. Inquisitive: The candidate should seek continually to improve their knowledge,
disposition, and skills to influence transformational systemic change.
4. Adaptive: The candidate should be able to demonstrate flexibility and strategic
planning appropriate to a wide variety of learners for effective transformational
systemic change.
5. Collaborative: The candidate should be able to develop skills to work effectively with
various stakeholders involved in the educational process that will bring about
transformational systemic change.
6. Culturally Sensitive: The candidate should be able to develop awareness and
understanding of individual and group differences when diagnosing and
prescribing transformational systemic change.
7. Empathetic: The candidate should be able to develop the sensitivity for individual,
family, and institutional needs that will embrace transformational systemic change.
8. 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 systemic change.
9. Proactive: The candidate should be able to advocate for the removal of barriers that
impede lifelong learning and hinder transformational systemic change.
10. Reflective: The candidate should be able to demonstrate critical thinking skills in the
diagnosis and prescription for transformational systemic change.