This document is Kathleen Post's professional electronic portfolio. It includes her resume with education and work experience in teaching and instructional technology. It outlines her skills, achievements like conference presentations, and artifacts demonstrating her competencies in areas like instructional design, technology integration, research, and reflection. The portfolio provides evidence that she meets standards for an Instructional Technology specialist certificate.
This document provides information about National University's Master of Science in Educational and Instructional Technology program. The 12-month program trains students in using technology for K-12 education, online course design, and instructional design. Key skills developed include designing engaging multimedia lessons, creating online training courses, and using software like Moodle. The degree requires 10 courses covering topics such as instructional design, educational theory, and developing online courseware. For the capstone, students build an online class demonstrating their skills. The program prepares students for careers including educational technology coordinator and online course designer.
This document provides an overview of the organizational structure and technology plans for Juan Seguin Elementary School. It includes:
1) An organizational chart showing the roles of the Board of Trustees, Superintendent, Directors, Principal, Teachers, Students, and Director of Technology.
2) A proposed technology action plan and professional development for teachers focusing on using technology to support instruction and assessment.
3) A discussion of how the school evaluates its technology use, delivers instruction with technology, and provides professional development on integrating technology.
The document discusses integrating technology into the curriculum. It provides reasons for using technology like motivating students and helping teachers be more productive. It describes attributes of information-age schools where students communicate digitally and learning is student-centered. Approaches discussed include teacher collaboration, teaching information literacy, and using software in connection with subjects. Both pros and cons of the integration are analyzed.
Angel is a learning management system that allows teachers to design digital learning experiences and assessments. Within Angel, teachers can create courses, lessons, assignments, discussions, and rubrics. Students access course content and submit assignments through the Angel interface. The system facilitates communication and collaboration between teachers and students. However, Angel also has some limitations, such as lack of instant messaging and limited bookmarking/note-taking abilities.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
This chapter discusses the need for educational leaders to develop strategic technology plans to transform productivity and engage digital learners. It emphasizes visionary leadership skills outlined in the National Education Technology Plan and Technology Standards for Administrators. An effective plan requires input from stakeholders and assessing current infrastructure before setting goals. Funding, curriculum integration, and competency-based models are key considerations. A self-assessment survey helps leaders evaluate their skills and identify areas for growth.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
This document provides information about National University's Master of Science in Educational and Instructional Technology program. The 12-month program trains students in using technology for K-12 education, online course design, and instructional design. Key skills developed include designing engaging multimedia lessons, creating online training courses, and using software like Moodle. The degree requires 10 courses covering topics such as instructional design, educational theory, and developing online courseware. For the capstone, students build an online class demonstrating their skills. The program prepares students for careers including educational technology coordinator and online course designer.
This document provides an overview of the organizational structure and technology plans for Juan Seguin Elementary School. It includes:
1) An organizational chart showing the roles of the Board of Trustees, Superintendent, Directors, Principal, Teachers, Students, and Director of Technology.
2) A proposed technology action plan and professional development for teachers focusing on using technology to support instruction and assessment.
3) A discussion of how the school evaluates its technology use, delivers instruction with technology, and provides professional development on integrating technology.
The document discusses integrating technology into the curriculum. It provides reasons for using technology like motivating students and helping teachers be more productive. It describes attributes of information-age schools where students communicate digitally and learning is student-centered. Approaches discussed include teacher collaboration, teaching information literacy, and using software in connection with subjects. Both pros and cons of the integration are analyzed.
Angel is a learning management system that allows teachers to design digital learning experiences and assessments. Within Angel, teachers can create courses, lessons, assignments, discussions, and rubrics. Students access course content and submit assignments through the Angel interface. The system facilitates communication and collaboration between teachers and students. However, Angel also has some limitations, such as lack of instant messaging and limited bookmarking/note-taking abilities.
The document proposes a technology action plan for Columbia High School with the goal of fully integrating technology into the curriculum and providing daily computer/internet access for all students. Key elements of the plan include acquiring mobile computer labs for classroom use, establishing an after-school computer lab, providing teacher professional development on topics like data analysis and using Web 2.0 tools, and revising technology policies. Progress will be evaluated using tools like lesson plans, assessment scores, teacher websites, observations, and student/parent feedback to determine if technology goals are being effectively achieved.
This chapter discusses the need for educational leaders to develop strategic technology plans to transform productivity and engage digital learners. It emphasizes visionary leadership skills outlined in the National Education Technology Plan and Technology Standards for Administrators. An effective plan requires input from stakeholders and assessing current infrastructure before setting goals. Funding, curriculum integration, and competency-based models are key considerations. A self-assessment survey helps leaders evaluate their skills and identify areas for growth.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating "tech-savvy" teachers and using technology to develop them.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
Technology Integration in the ES Math Classroomstrifman
This document discusses strategies for integrating technology into elementary school math classrooms. It provides examples of using the internet, tool-based software, productivity software, instructional software, and skill-building software to address common problems students face understanding math concepts and practicing skills. For each type of software, it outlines the integration strategy, advantages, and example resources and links to support math teaching and learning. The goal is to thoughtfully select technologies that enhance math education.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
The National Education Technology Plan (NETP) provides a vision for transforming American education through technology. It sets goals in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan aims to individualize education, improve teacher collaboration, and better prepare students for further education and careers through innovative uses of technology.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
The document discusses the goals and vision of a school district to improve technology integration and meet rising student expectations regarding technology proficiency. The district plans to close some schools to save money and reinvest those funds into upgrading technology resources, including purchasing new computers, software, and supporting digital content integration across subjects. The goals are to provide equitable resources across schools, support learning with technology, and ensure students leave each grade level with strong technology skills as outlined in the expectations for grades 2, 5, 8, and 12.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
The document outlines a technology action plan for River Oaks Elementary School with the goals of enhancing curriculum and instruction through improved use of data and technology. The plan consists of 7 steps over the course of the school year: 1) Reviewing data reports to understand technology needs, 2) Exploring new technology tools and applications, 3) Setting individual professional development goals, 4) Creating teacher/team blogs, 5) Implementing the Renzulli Learning program, 6) Integrating technology into lesson planning, and 7) Using technology to support differentiated instruction. Staff development and evaluation activities are included for each step.
This document discusses the development of two professional learning networks (PLNs) for teachers in different school boards based on a conceptual framework of communities of practice. It describes the key features and processes used to build each PLN. Interviews with school board consultants revealed differences in their approaches, with one emphasizing pedagogy before technology and facilitating teacher collaboration, while the other focused on building teacher comfort with technology through hands-on sessions. Both networks produced resource materials but took different forms. The conclusion discusses factors important for developing effective PLNs, such as addressing technology issues, fostering teacher leadership and ownership, ensuring sustainability, and facilitating voluntary teacher interaction around shared goals.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
1) Castleberry ISD developed a strategic plan to promote a strong digital learning environment and enable teachers to create personalized digital learning experiences for students.
2) The plan aims to improve accessibility to technology, increase utilization of digital resources, and provide personalized learning experiences for students through teacher training and development of digital lesson plans.
3) Progress will be monitored through measures such as technology access ratios, surveys, walkthroughs, and student work samples to determine if goals are being met.
This study examined how participation in an e-portfolio process by Educational Technology Leadership (ETL) master's candidates contributed to implementing e-portfolios with PK-12 students. A survey of ETL graduates found most believed digital portfolios should be used for assessment over paper ones. Analysis of graduate e-portfolios and feedback found e-portfolios were being implemented in PK-12 classrooms using Web 2.0 tools and reflection. The study concluded ETL graduates were helping expand e-portfolio assessment practices in schools through reflective processes and increased use of technology.
Supportive and hindering factors to a sustainable implementation 1limb0014
The document analyzes factors that support and hinder the sustainable implementation of information and communication technology (ICT) in schools. It finds that factors at the school and classroom process level, such as leadership, cooperation, and pedagogical approaches to technology use, are most crucial. Successful schools develop strategies to cope with changes in digital trends through leadership, intra-school cooperation, and engagement with external partners.
The document discusses the Nederland Independent School District's technology plan and goals. It provides information about the district, including current technology resources. The technology committee's goals aim to provide students and teachers a technology-rich environment, quality professional development, adequate technology tools and infrastructure to support instruction. While some National Technology Standards are being met, areas for improvement include implementation planning, equitable access, skilled personnel and aligning curriculum. Recommendations include exploring emerging technologies, ensuring stakeholder involvement and student-centered learning.
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment through a digital-age learning culture. It emphasizes using social networking tools, universal design for learning, and assessing student achievement with both formative and summative measures. The chapter also provides reflection questions to help administrators evaluate technology integration and support learner-centered environments through professional development and equitable access to devices and online learning.
The document outlines the 5 main roles of a library media specialist: teacher, leader/advocate, instructional partner, information specialist, and program administrator. For each role, the document describes the responsibilities and provides examples of coursework the author completed that relate to that role. The coursework examples demonstrate how the author gained skills in areas like instructional design, collection development, information literacy instruction, and managing library programs and resources.
The strategic plan target objective aims to promote a strong digital learning environment by enabling teachers to create personalized digital learning experiences for students. The plan identifies gaps such as insufficient technology utilization and proposes strategies to improve accessibility, utilization, and personalized learning experiences through measures like increasing device access, walkthroughs, and teacher training. Progress will be monitored through data collection and analysis with the goal of meeting targets by the end of the year.
Foreign language learning can be enhanced through multi-media tools. A postcard is designed for French language learners that combines images, text, and audio to practice vocabulary related to describing pictures. Learners can view the pictures on the postcard and listen to the accompanying audio that models pronunciation of vocabulary words for describing what is seen in each image.
The document discusses the digital divide, which is the gap between those who have access to computers and the internet and those who do not. Globally, access is much higher in developed countries, with 88% of internet users located in countries that make up only 15% of the world's population. Efforts to address the divide include programs like One Laptop Per Child, which has distributed over 2 million free books on OLPC computers. However, simply providing new computers is not a complete solution, as infrastructure and connectivity are also issues, especially in poorer countries where average incomes are under $1 per day. Some local efforts in Pennsylvania aim to help bridge the digital divide through stimulus-funded projects.
This document provides information about the INTC 3610: Technology for Educators course offered in Spring 2011. The course is designed to teach prospective teachers how to effectively integrate a variety of technologies into their curriculum. Over the course of the semester, students will complete a series of mini-projects demonstrating their understanding of technology tools and how to apply them in lesson planning. Projects include maintaining an educational blog, creating a web quest for students, using data visualization tools, and developing interactive whiteboard lessons. Students will compile their projects into an electronic portfolio showing their technology skills. The goal is for students to be able to apply what they learn to their own future classrooms.
This chapter discusses the importance of systemic change with technology through strategic partnerships and personnel. It emphasizes:
1) Analyzing student data to improve learning and guide changes
2) Partnering within the district and community to support innovative practices
3) Hiring and evaluating technology-savvy teachers and using data and emerging tools to improve performance.
Technology Integration in the ES Math Classroomstrifman
This document discusses strategies for integrating technology into elementary school math classrooms. It provides examples of using the internet, tool-based software, productivity software, instructional software, and skill-building software to address common problems students face understanding math concepts and practicing skills. For each type of software, it outlines the integration strategy, advantages, and example resources and links to support math teaching and learning. The goal is to thoughtfully select technologies that enhance math education.
This syllabus outlines an online course on technical and grant writing. [1] The course will guide students in analyzing and improving their writing styles for various online and print documents. [2] It will also cover the key elements of successful grant writing and have students design a technology project and develop a grant proposal and website to request funding for it. [3] The final project involves students creating a website to present their grant proposal.
The National Education Technology Plan (NETP) provides a vision for transforming American education through technology. It sets goals in five areas: learning, assessment, teaching, infrastructure, and productivity. The plan aims to individualize education, improve teacher collaboration, and better prepare students for further education and careers through innovative uses of technology.
This document provides an overview and goals of the 2009-2012 NCLB Title II Part D Competitive Grants program between Districts 27 and 29. The program aims to improve student achievement in English Language Arts through enhancing teachers' abilities to effectively integrate technology into instruction. Teachers will receive professional development to develop project-based lessons incorporating technology. Students will improve writing and complete multimedia projects. The program will be evaluated through surveys, observations, interviews and requested data.
The document discusses the goals and vision of a school district to improve technology integration and meet rising student expectations regarding technology proficiency. The district plans to close some schools to save money and reinvest those funds into upgrading technology resources, including purchasing new computers, software, and supporting digital content integration across subjects. The goals are to provide equitable resources across schools, support learning with technology, and ensure students leave each grade level with strong technology skills as outlined in the expectations for grades 2, 5, 8, and 12.
Learning design refers to planning, structuring, and sequencing learning activities. It originated from efforts to describe teaching strategies and learning objectives in a shareable way. The importance of learning design is that it provides a framework for creating quality learning activities and experiences for students. Learning design also helps make the teaching process more explicit. It supports teachers in integrating new technologies and resources effectively. Formalizing the learning design process helps make best practices more reusable and improves teaching and learning overall.
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
The document outlines a technology action plan for River Oaks Elementary School with the goals of enhancing curriculum and instruction through improved use of data and technology. The plan consists of 7 steps over the course of the school year: 1) Reviewing data reports to understand technology needs, 2) Exploring new technology tools and applications, 3) Setting individual professional development goals, 4) Creating teacher/team blogs, 5) Implementing the Renzulli Learning program, 6) Integrating technology into lesson planning, and 7) Using technology to support differentiated instruction. Staff development and evaluation activities are included for each step.
This document discusses the development of two professional learning networks (PLNs) for teachers in different school boards based on a conceptual framework of communities of practice. It describes the key features and processes used to build each PLN. Interviews with school board consultants revealed differences in their approaches, with one emphasizing pedagogy before technology and facilitating teacher collaboration, while the other focused on building teacher comfort with technology through hands-on sessions. Both networks produced resource materials but took different forms. The conclusion discusses factors important for developing effective PLNs, such as addressing technology issues, fostering teacher leadership and ownership, ensuring sustainability, and facilitating voluntary teacher interaction around shared goals.
Digital learning design framework and toolkit – Teesside’s story
Since its launch in 2019, the Teesside University online learning project, a strategic, change and transformation initiative across the institution yields a 90% retention rate for learners.
The course teams take part in an Academic Transformation Programme which utilises a very similar version of this toolkit, designed for full-fledge online learning course design and delivery model, supporting staff to design courses that offer a rich experience that is based on excellent teaching and learning literature from across the world.
Their collaboration with Jisc brings a wide-scale national and international dimension to digital learning design. The digital learning design framework and toolkit can be a fundamental action you take to ensure not just one department, not just one school, but an entire institution can move towards effective and creative learning design in a structured and supportive way, enabling scaled-up transformative change.
A presentation by John Sumpter, subject specialist: digital practice (leadership), Jisc and Ann Thanaraj, assistant academic registrar leading the digital transformation of learning and teaching, Teesside University
1) Castleberry ISD developed a strategic plan to promote a strong digital learning environment and enable teachers to create personalized digital learning experiences for students.
2) The plan aims to improve accessibility to technology, increase utilization of digital resources, and provide personalized learning experiences for students through teacher training and development of digital lesson plans.
3) Progress will be monitored through measures such as technology access ratios, surveys, walkthroughs, and student work samples to determine if goals are being met.
This study examined how participation in an e-portfolio process by Educational Technology Leadership (ETL) master's candidates contributed to implementing e-portfolios with PK-12 students. A survey of ETL graduates found most believed digital portfolios should be used for assessment over paper ones. Analysis of graduate e-portfolios and feedback found e-portfolios were being implemented in PK-12 classrooms using Web 2.0 tools and reflection. The study concluded ETL graduates were helping expand e-portfolio assessment practices in schools through reflective processes and increased use of technology.
Supportive and hindering factors to a sustainable implementation 1limb0014
The document analyzes factors that support and hinder the sustainable implementation of information and communication technology (ICT) in schools. It finds that factors at the school and classroom process level, such as leadership, cooperation, and pedagogical approaches to technology use, are most crucial. Successful schools develop strategies to cope with changes in digital trends through leadership, intra-school cooperation, and engagement with external partners.
The document discusses the Nederland Independent School District's technology plan and goals. It provides information about the district, including current technology resources. The technology committee's goals aim to provide students and teachers a technology-rich environment, quality professional development, adequate technology tools and infrastructure to support instruction. While some National Technology Standards are being met, areas for improvement include implementation planning, equitable access, skilled personnel and aligning curriculum. Recommendations include exploring emerging technologies, ensuring stakeholder involvement and student-centered learning.
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
This chapter discusses leading instruction with new technologies, including meeting NETP Goals 1 and 2 of learning and assessment through a digital-age learning culture. It emphasizes using social networking tools, universal design for learning, and assessing student achievement with both formative and summative measures. The chapter also provides reflection questions to help administrators evaluate technology integration and support learner-centered environments through professional development and equitable access to devices and online learning.
The document outlines the 5 main roles of a library media specialist: teacher, leader/advocate, instructional partner, information specialist, and program administrator. For each role, the document describes the responsibilities and provides examples of coursework the author completed that relate to that role. The coursework examples demonstrate how the author gained skills in areas like instructional design, collection development, information literacy instruction, and managing library programs and resources.
The strategic plan target objective aims to promote a strong digital learning environment by enabling teachers to create personalized digital learning experiences for students. The plan identifies gaps such as insufficient technology utilization and proposes strategies to improve accessibility, utilization, and personalized learning experiences through measures like increasing device access, walkthroughs, and teacher training. Progress will be monitored through data collection and analysis with the goal of meeting targets by the end of the year.
Foreign language learning can be enhanced through multi-media tools. A postcard is designed for French language learners that combines images, text, and audio to practice vocabulary related to describing pictures. Learners can view the pictures on the postcard and listen to the accompanying audio that models pronunciation of vocabulary words for describing what is seen in each image.
The document discusses the digital divide, which is the gap between those who have access to computers and the internet and those who do not. Globally, access is much higher in developed countries, with 88% of internet users located in countries that make up only 15% of the world's population. Efforts to address the divide include programs like One Laptop Per Child, which has distributed over 2 million free books on OLPC computers. However, simply providing new computers is not a complete solution, as infrastructure and connectivity are also issues, especially in poorer countries where average incomes are under $1 per day. Some local efforts in Pennsylvania aim to help bridge the digital divide through stimulus-funded projects.
Foreign language learning can be enhanced through multi-media tools. A postcard is designed for French language learners that combines images, text, and audio to practice vocabulary related to describing pictures. Learners can view the pictures on the postcard and listen to the accompanying audio that models pronunciation of vocabulary words for describing what is seen in each image.
The document discusses the global digital divide, with industrialized nations having far greater access to computers and the internet than developing nations. It highlights several international efforts to address the gap, such as the One Laptop Per Child program which has made over 2 million books available for its low-cost laptops. Local initiatives in Pennsylvania aim to use stimulus funding to provide connectivity and close the digital divide within the state.
Leaves change color in the fall due to a process called senescence. As days grow shorter and nights get cooler, chlorophyll production slows and eventually stops, allowing other pigments like carotenoids and anthocyanins to show through, resulting in the vibrant oranges, reds, and yellows we see. According to a Native American legend, the Great Spirit wanted to teach the people about the beauty of nature, so each fall he sends colorful spirits to paint the leaves before they drift down from the trees.
The document provides definitions and properties related to geometry concepts like angles, triangles, quadrilaterals, and their various parts. It contains cards that can be clicked on to review postulates, definitions, algebraic properties, theorems about angles, triangles, quadrilaterals, and their angle and segment relationships. The purpose is to provide resources for justifying conclusions using the geometric rules and concepts learned.
This electronic portfolio presents the accomplishments of Meydalis Feliciano-Valderrama as a business student concentrating in accounting. It includes sections on her vision and professional goals of obtaining a business administration degree and becoming a CPA, as well as her academic record and honors. The portfolio also summarizes her involvement in FBLA, including the regional and state competitions she has placed in, and her community service and extracurricular activities. Samples of her school work are provided to showcase her skills in areas like accounting, tables, memos and flowcharts.
The document discusses Korea's digital textbook project which aims to improve access to education and learning quality through technology. It defines a digital textbook, outlines the project's pilot implementation and challenges. The project will develop 25 digital textbook titles by 2011 and equip 100 schools for testing. Key challenges include reducing infrastructure costs, proving academic benefits, ensuring quality assurance, and developing effective instructional models and content for the new platform.
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
This document summarizes an online professional development course for language teachers on integrating information and communication technologies (ICT) into teaching. The course was based on international and national ICT frameworks and standards. It was conducted over 10 weeks on a learning management system with online tutors, readings, videos, discussions and a final project. Participants' ICT skills increased, and they learned to use new tools like blogs, wikis and online collaborative projects in their teaching. Challenges included varying ICT skills among participants and time pressures, but overall it helped teachers identify strengths/weaknesses and apply new ideas in practice.
The document outlines the technology plan for Elmwood Elementary School over a two year period. It aims to improve technology integration at the school by forming a technology committee, assessing staff technology skills, providing training and support to teachers on tools like ActiveInspire, creating tutorials on a school wiki, and offering professional development workshops on a quarterly basis. Progress will be measured through administrator and teacher feedback as well as staff surveys.
This document provides a summary of Lakisha Parker's qualifications and experience as an educator specializing in technology and robotics instruction. Over her 20-year career, she has taught thousands of students in classrooms, online courses, and virtual environments. She holds a Master's degree and has received numerous certifications in computer science and engineering. Her experience includes designing technology curriculum and implementing robotics programs for K-12 students.
Assessing ICT learning is something many teachers experience difficulty with. This session reviews the range of strategies appropriate to assessing ICT: we look at assessment for learning in ICT, the National Curriculum attainment target and APP. We also consider how ICT may be used to support assessment across the curriculum. You assess an example of a pupil’s ICT work and draft some feedback.
The lecture concludes with a briefing on the assessment task and you have the opportunity to discuss your lesson plan and the rest of your web site with your tutor.
Kpeters.continual professional development plankkgmom03
Kim Peters has created a 5-year continual professional development plan focused on improving her skills with classroom technology. Over the past 3 years, she has earned her Classroom Technology Endorsement through courses covering topics like the use of internet tools, technology operations, and digital media creation. Her plan outlines goals in areas like facilitating student learning with technology, developing digital lessons and assessments, modeling digital skills, promoting digital citizenship, and engaging in professional growth. She aims to achieve proficiency with tools like smart boards, online collaboration, data analysis programs, and staying current by maintaining ISTE membership and attending conferences.
The document summarizes the first meeting of the Building Community through Telecollaboration Project in its third year. It provides an agenda for the meeting which will include introducing the project goals, an overview of collaborative ICT projects, building an online community, and addressing concerns. It also reviews Quebec education competencies and the goals of the BCT project to build an online teacher community, facilitate ICT tool learning, and encourage professional conversations to enhance student learning. Lessons learned so far emphasize the importance of teacher belief, expertise, support and time for successful technology integration.
The document discusses using the Internet and technology to enhance reading instruction from K-12. It provides reasons for using the Internet in reading instruction such as meeting state and county reading standards, addressing different learning styles, and complying with No Child Left Behind. It then gives examples of how computers and the Internet can directly support reading instruction and be infused into the curriculum.
The document discusses educational technology initiatives in Texas, including a long-range technology plan, the Technology Immersion Pilot project, and recommendations to expand the use of online learning resources, digital content, and technology-enabled assessments in schools. It provides an overview of the goals and components of the technology immersion model being tested, and outlines next steps for developing an updated long-range technology plan aligned with national standards.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and social/cultural resistance.
E learning&engineering education -h. anis- session 7husanis
The document discusses the challenges of e-learning in engineering education, particularly in Egypt. It outlines two engineering grand challenges related to e-learning enhancement of virtual reality and advancement of personalized learning. It then discusses challenges including identifying student skills, evaluating progress, choosing teaching strategies, and accrediting e-learning programs. It also describes efforts in Egypt to establish an e-learning infrastructure and develop online courses, noting impediments such as high development costs, technical infrastructure limitations, and lack of readiness.
The document outlines Mesquite Independent School District's (MISD) technology plan to infuse 21st century skills throughout the district by integrating technology as a tool for problem-solving and creativity. The plan focuses on five areas of national focus - learning, assessment, teaching, infrastructure, and productivity. The goals are to optimize academic achievement, increase family and community involvement, develop employees, ensure effective systems, and infuse 21st century skills district-wide. The plan recommends providing training to support uses of tools like Moodle, Google Apps, and Promethean boards to engage students.
This document outlines a proposal for a Title II Part D competitive grant from the US Department of Education to improve student academic performance through the effective use of technology. The proposal focuses on implementing a project-based learning curriculum across grades and subjects using curriculum mapping tools. It would support professional development for administrators, teachers, and leaders in curriculum design and the use of ePortfolios and online learning opportunities for students. The goals are to improve student performance on state assessments in core subjects and expand effective technology integration through sustained professional development. Evaluation of implementation and outcomes would be based on the Title II-D Evaluation Framework.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
Daniel Downs Technology Portfolio Final May 2013 final (1)Daniel Downs
This document provides a summary of Daniel Downs' portfolio, which includes his vitae, industry references, current curriculum and instructional focus areas, consultations and staff training provided, media coverage, education technology portfolio containing student work and projects, talks and presentations given, and technology skills. The portfolio outlines Downs' experience teaching courses in areas such as coding, web design, online tutorials, assessments, and presentations. It also details the consultations and trainings he has provided to other schools on curriculum development and the use of technologies like mobile applications, Adobe software, and online learning platforms.
Teaching can be supplemented, supported, adopted and integrated with technology so as to actively engage students in the learning process and better understand the subject matter. To fully realize technology’s potential for improving learning, Davies & West (2013) suggested that addressing : one-to-one computing initiatives, integration of open educational resources, various methods of teacher professional development, ethical issues affecting technology use, emerging approaches to technology integration that emphasize pedagogical perspectives and personalized instruction, technology-enabled assessment practices, and the need for systemic educational change.
This document provides a table of contents for a digital photography portfolio containing 12 sections: 1) Composition photos, 2) Before and after shots showing image manipulation, 3) Web gallery, 4) ImageReady animations, 5) PhotoStory slideshow, 6) Web site evaluation and rubric, 7) Scanned document, 8) Visual pun, 9) Contact sheet, 10) Inspiration lesson plan, 11) Web page, and 12) Greeting card. Each section describes different digital photography projects and artifacts created by the portfolio author.
This document contains instructions for creating different types of animations in GIF format, including text-only, image-only, and combinations of text and image. It provides examples of each type of animation and notes that the reader should click on links if any animations do not play properly.
This document discusses various image editing techniques in Photoshop including changing image size and resolution, flipping, rotating, cropping, transforming, using the clone stamp tool to remove parts of images or create clones, adjusting color brightness, hue and saturation, adding layer styles like patterns, shadows, embossing and glows to layers, and applying filters like blur and twirl filters.
This guide helps students identify their interests, explore related career pathways and education options, and prepare for careers in growing industries. It encourages students to discover careers that appeal to them, focus on the future by exploring options through extracurricular activities and career technical education courses, and get a head start through hands-on learning. The guide discusses how career planning and technical training can help students pursue certificate or degree programs and secure living-wage jobs.
David Kirk Siebold wrote an autobiographical essay about himself that included sections on his family, hobbies, school, favorite Bible verse, music, movies, and a fun fact. He lives with his parents and grandparents, enjoys playing music, skateboarding, and filming with friends. At school, his favorite subjects are World History and Algebra. His favorite Bible verse is from Psalm 119:57-60. He likes the bands Blink-182, Relient K, Five Iron Frenzy, Kansas, and Rush. His favorite movies are Back to the Future, This is Spinal Tap, and Friday the 13th.
This document is an "All About Me" autobiography by Ciara Bond. It includes sections about her family which consists of one brother, her Native American heritage, hobbies like horse riding and skiing, her favorite Bible verse about forgiveness, her pet dachshund Mr. Weenie, favorite musicians like Lil Wayne and Lady Gaga, movies like Mean Girls and The Notebook, and that she has been riding horses since age 4.
Joanna Isaacs introduces herself and provides details about her favorite movie franchises, hobbies like reading and skateboarding, favorite Bible verse, schooling history and something unique about herself - that she used to keep pet caterpillars. She concludes by stating she is not your average girl and includes a table of contents to navigate the document.
Kristen Rose Eberhardt introduces herself and provides details about her favorite music (heavy metal rock bands Skillet and Philmont), best friends (including Anna Hayes and Kayla Borland), family (parents Jeff and Mary, sister Elizabeth, dog Bailey), hobbies (singing, snowboarding, swimming, piano), favorite Bible verse (Philippians 4:13), school (8th grade at Faith Christian School where her best subject is math), and something not many people know about her (she jokes about selling her sister to the circus). She concludes that she is a very unique person.
Sierra M. Accetturo provides an autobiographical document that includes sections about her favorite Bible verse, family, hobbies, school, and movies. She was born on February 21, 1996 in New Jersey but now lives in Pennsylvania with her family which includes 1 brother, 3 sisters, 2 cats, 2 cows, and 2 dogs. Her hobbies include drawing, music, dancing, painting, soccer, and basketball. She is currently in 8th grade at FCS where her favorite subject is science.
This document is an "All About Me" autobiography by Ariana Marie Sequino. It provides biographical details about her family which includes two brothers and a dog, her birthplace of Center Moriches, New York, her hobbies of dancing, soccer, swimming and shopping, and her favorite Bible verse from John 3:16. It also shares that she attends Faith Christian School and is in the 8th grade, enjoys playing the clarinet and the smell of bread, and lists her favorite things as ice cream, dolphins and music.
Daniel Jacob Borrell is from Michigan but now lives in Pennsylvania. He enjoys playing soccer and spending time with friends listening to music and watching movies. Some of his favorite bands are Linkin Park, Breaking Benjamin, and Three Days Grace. He is currently in 8th grade and enjoys history class. In his free time he helps run a horse stable and goes ATVing, which he has enjoyed since age 4.
Stephanie was born in 1995 in Pennsylvania and lives in Bangor, PA with her parents and three sisters. She enjoys playing football with friends, cleaning at her neighbor's farm, chopping wood, collecting stamps, and playing guitar. Her favorite musical artists are Josh Turner, Jonny Diaz, Brad Paisley and Skillet. She attends 8th grade at Faith Christian School and likes computers. Something not many people know about her is that she loves farm animals like chickens, goats, cows, llamas, pigs and dogs.
Sandi-Lynn Eshun introduces herself and provides details about her family, best friends, hobbies, school, favorite Bible verse, and random fact. She was born in E. Stroudsburg, Pennsylvania and still lives there with her parents and two younger sisters. Her hobbies include music, reading, hanging out with friends and shopping. She attends Faith Christian School and enjoys English class. Her favorite Bible verse is Philippians 4:13.
Daniel R. Wilson provides an autobiographical summary, stating that he has a mother and stepfather, three sisters but no brothers, attends Faith Christian School where his favorite subject is Bible, enjoys basketball, drawing, and hockey in his free time, and his favorite Bible verse is John 3:16. He also lists his favorite movies, music bands and songs, and mentions that he has two dogs and two cats at home.
Students will complete a project on conic sections for their Algebra II Honors/GT class. Conic sections include circles, ellipses, parabolas, and hyperbolas. The project will require students to research and demonstrate their understanding of the key properties and equations of conic sections.
The document describes a project for students to create artwork using graphs of conic sections on a graphing calculator. Students are asked to draw a picture incorporating various conic section graphs and write the equation for each part. They then program their graphing calculator to display the completed picture. The project aims to help students learn about different types of conic sections as they work on creating their artwork and finding the corresponding equations throughout the unit.
This document provides instructions for a programming project involving graphing conic sections on a graphing calculator to create an original artwork or design. Students must:
1) Sketch an original drawing with at least 10 conic section graphs, including a circle, ellipse, parabola, lines, and absolute value graph.
2) Create a table labeling each graph with its type and equation.
3) Write a program to graph the design on the calculator.
The project aims to teach conic sections through creative programming. Sample programs and common student issues are discussed.
The document provides basic guidelines for creating effective PowerPoint presentations. It recommends using dark text on light backgrounds for paper presentations and light text on dark backgrounds for projected slides. It emphasizes keeping backgrounds consistent, focusing on information over style, left-justifying bullet points for readability, placing graphics off-center to allow more text, avoiding all caps text and using fonts consistently. Too much text or information on slides should be avoided as it is difficult for audiences to follow.
The document provides guidance on completing college application essays. It discusses why colleges require essays, how to choose a topic, different types of essay questions, dos and don'ts of writing the essay, and examples of strong and weak essays. Key points include answering the specific question, showing your unique qualities, drafting and revising with feedback, and focusing on quality over quantity in your response.
This homework assignment involves planning proofs using a worksheet and solving proofs on page 63. The student has been asked to complete planning proofs with a provided worksheet and solve additional proofs found on page 63 of their textbook.
2. Resume BA Mathematics & Secondary Education, Houghton College, 1996 NYS 7-12 Math Certification, 1996 Computer Teacher, FCS, private school, 1996-2001 Communications & Technology Specialist, PSBYFC, non-profit organization, 1992-2008 Tutor & Teacher, PCHEC, homeschooler’s co-op, 2003-current Graduate Research Assistant, ESU Media & Communication Department, 2008-current Long-Term Substitute Teacher (High School Math), FCS, November 2008-current Technology Intern, Project Upward Bound, May 2009-current M. Ed. Instructional Technology & PA Instructional Technology K-12 Certificate, program completion August 2009
3. Skills 13+ years teaching experience 7+ years private math tutor, grades 9-12 Self-Taught Computer Software, Microsoft Office (Word, Excel, Access, PowerPoint), Adobe Photoshop, Dreamweaver, InDesign, Sea Monkey Composer Secondary Mathematics, Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus Instructional Technology & Web 2.0, Podcasts, Vodcasts, LiveScribeMathcasts, Interactive PowerPoint, WebQuests, Wikis, Moodle, Wordle, Blogs, PhotoStory (using Audacity, PowerPoint) WebPage Design, Updates, Maintenance using Microsoft Word, Adobe Dreamweaver, Sea Monkey Composer, FileZilla Desktop Publishing, newsletters, flyers, brochures using MS Word, Quark Express
4. Achievements Presenter at PETE&C Conference in Hershey, PA: “Accessibility That is Readily Accessible” February 2009 Accessibility Handout[2].pdf Presenter at the One-To-One Conference at Penn State University: “Making Math Meaningful using Web 2.0” April 2009 http://makingmathmeaningful.wikispaces.com Recognition from LiveScribe Inc. for a creative and educational use of the LiveScribe smart pen http://www.livescribe.com/blog/2009/06/02/education-pencasts-from-the-livescribe-community/ Graduate Work - GPA: 4.0 Praxis I (Above Average Results): Reading (185/190), Mathematics (186/190), Writing (181/190)
6. Artifacts Outcome: Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conductive to effective integration of technology into the school curriculum. Standards: I.A. Identification, selection, installation and maintenance of technology infrastructure, and hardware and software applications for school administration and instruction. I.B. Integrating technology into curricular planning and instructional design. Web Quest: URL: WebQuestome.html Lesson Plan: WebQuesthis the Limit WebQuest Lesson Plan.pdf Podcast/Vodcast: Student Product (based on WebQuest): KathyPost-podcasthi Podcast.wmv Excel: Periodic Functions: SinCosTan.xls Linear Functions: linear equations.xls Probability Experiment: Probability Experiment.xls Collaborative Project Idea: Project based on WebQuest: Topic 9 - Collaborative Project.pdf
7. Artifacts Outcome: Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conducive to effective integration of technology into the school curriculum. Example: I.D. Research, problem solving and product development of technological applications. II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools Wikis: Math Classes at PCHEC http://the-wiki-post.wikispaces.com Math Classes at FCS http://mathFCS.wikispaces.com Making Math Meaningful http://makingmathmeaningful.wikispaces.com Upward Bound http://upwardbound-esu.wikispaces.com Digital Photography: Photography Portfolio in PowerPoint Photography Portfolio - MCOM532COM 532-Portfolio.pptx Desktop Publishing: Using Microsoft Word Newsletter: April 2008 Newsletter.pdf Brochure: Ghana Brochure-side 1.pdf Ghana Brochure-side 2.pdf
8. Artifacts Outcome: Employs the central concepts, tools of inquiry, and structures of the discipline of instructional technology and creates an environment conducive to effective integration of technology into the school curriculum. Example: I.D. Research, problem solving and product development of technological applications. II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools Web 2.0 Apps See my wikis for examples: Podcast Using Cell Phone Voki Talking Avatar Web Banner using SumoPaint Glogster Interactive Poster BitStrip Comic Strip Wordle Word Cloud Slide Share PowerPoint Embeds http://upwardbound-esu.wikispaces.com/Agenda+-+July+7 http://upwardbound-esu.wikispaces.com/Technology+Club ELED540 – Technology Integration ELED540-Final Project Chart.pdf ELED540-Manipulative Study.pdf PhotoStory: Created for Photography Class: Photography Portfolio - MCOM532hy Do Leaves Change Color.ppt
9. Artifacts Outcome: Articulates, applies, and adapts theoretical constructs of effective learning, technology integration, and assessment. Standards: II.A. Managing instructional technology services II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels II.E. Developing leadership techniques for working with all levels of the educational community and to manage and administer instructional technology programs at the building and district levels Professional Development: PETE & C Presentation: “Accessibility that is Readily Accessible” Accessibility Handout[2].pdf Penn State One-to-One Conference: “Making Math Meaningful” http://makingmathmeaningful.wikispaces.com Making Math Meaningful Using Technology.pdf Creating & Embedding a LiveScribeMathcast LiveScribe Handout.pdf Internship: http://upwardbound-esu.wikispaces.com
10. Artifacts Outcome: Implements a cycle of quantitative and qualitative research that leads to improved technology integration and teacher adoption. Standards: I.D. Research, problem solving and product development of technological applications. Research: History of Instructional Technology & Connections to Math Education KathyMCOM580 - History.pdf Learning Theories & Instructional Technology & Connections to Math Education Research1-LearningTheories_Final.pdf Research Study: Student Perceptions of Wiki Use in High School Math in Two Non-Traditional Classrooms: Successes and Lessons Learned Research 2 Paper - Final.pdf
11. Artifacts Outcome: Models critical and creative thinking skills in all areas of his or her professional life. Standards: I.C. Management and administration of technology programs at the building, district and regional levels. II.D. Selecting, developing and administering assessments that utilize technological applications and involve multiple indicators of student progress and using technology to maintain records on student achievement Technology Plan: Audio PowerPoint Presentation: Technology Plan-FCS.ppt Full Text: TechPlanProject_FCS[1].pdf Web Quest: URL: WebQuestome.html Lesson Plan: WebQuesthis the Limit WebQuest Lesson Plan.pdf Excel: Periodic Functions: SinCosTan.xls Linear Functions: linear equations.xls Internship: http://upwardbound-esu.wikispaces.com
12. Artifacts Outcome: Synthesize best practice research and apply these findings to the development of effective communication techniques to foster active inquiry, collaboration, and guided interaction in a positive Instructional Technology learning environment. Standards: I.B. Integrating technology into curricular planning and instructional design. II.C. Selecting, implementing and adapting technology to teaching methodologies, curriculum resources and administrative functions in collaboration with other educators and integrating a variety of software, applications, and learning tools Research: History of Instructional Technology & Connections to Math Education KathyMCOM580 - History.pdf Learning Theories & Instructional Technology & Connections to Math Education Research1-LearningTheories_Final.pdf Research Study: Student Perceptions of Wiki Use in High School Math in Two Non-Traditional Classrooms: Successes and Lessons Learned Research 2 Paper - Final.pdf
13. Artifacts Outcome: Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others. Standards: III.A. Professional organizations, publications and resources III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning Personal Philosophy Statement: From Professional Portfolio Personal Statement.pdf Professional Electronic Portfolio Full Text: Portfolio_KP.docx Presentation: Professional Electronic Portfolio.pptx Copy of signed Plan of Study planofstudy.pdf Transcripts BA Transcripts.pdf ESUTranscript.pdf
14. Artifacts Outcome: Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others. Standards: III.A. Professional organizations, publications and resources III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning PA Standard Teaching Application: PDEStandardApp.pdf Praxis Results Praxis1-KLP.pdf Praxis II Results – Mathematics Content NY State Certification NYS Provisional Certificate.pdf PA Certifications Instructional Technology K-12 Mathematics 7-12 Clearances: Act 34 Criminal History Act 151 Child Abuse Clearance Federal Criminal History (CHRI)
15. Artifacts Outcome: Performs as a reflective and ethical practitioner who continually evaluates the effects of his or her choices and actions on others. Standards: III.A. Professional organizations, publications and resources III.B. Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations III.C. Collaborating with school colleagues to enhance student, teacher and administrative capabilities and improve student learning Resume Resume_KLPost2009.pdf Letters of Recommendation DowlingLOR_KLP.pdf KoehnLOR.pdf SockmanLOR_KLP.pdf Accolades & Achievements LiveScribe Blog Article– “Pencasts” http://www.livescribe.com/blog/2009/06/02/education-pencasts-from-the-livescribe-community/
16. Artifacts Outcome: Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service. Standards: I.C. Management and administration of technology programs at the building, district and regional levels. II.A. Managing instructional technology services III.D. Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students Professional Development: PETE & C Presentation: “Accessibility that is Readily Accessible” Accessibility Handout[2].pdf Penn State One-to-One Conference: “Making Math Meaningful” http://makingmathmeaningful.wikispaces.com Making Math Meaningful Using Technology.pdf Creating & Embedding a LiveScribeMathcast: LiveScribe Handout.pdf Internship: http://upwardbound-esu.wikispaces.com
17. Artifacts Outcome: Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service. Standards: I.C. Management and administration of technology programs at the building, district and regional levels. II.A. Managing instructional technology services III.D. Communicating effectively with parents/guardians, other agencies and the community at large to support learning by all students Grantwriting: ESSA Grant for PSBYFC After School Program: ESSA 2007-2008 Grant Request.pdf Best Buy Grant for TI-nSpire Graphing Calculators Best Buy FCS Grant 2009.pdf Visual on Wiki Upward Bound Grant Proposal: UB Online Grant Paragraph.pdf Additional Math Component: Grant Addition - Math Component.pdf
18. Artifacts Outcome: Articulate a vision for Instructional Technology that incorporates policy areas of: Access, Interoperability, Security, Jurisdiction of Operation and Supervision, and Maintenance and Service. Standards: II.A. Managing instructional technology services II.B. Planning, preparation and delivery of technology related in-service programs and instruction in collaboration with other professionals at a variety of instructional levels Acceptable Use Policy: PCHEC AUP Example: Topic 5 Acceptable Use Policy.pdf Technology Budgeting: Technology Budge Activity.xls Technology Plan: Audio PowerPoint Presentation: Technology Plan-FCS.ppt Full Text: TechPlanProject_FCS[1].pdf Internship: http://upwardbound-esu.wikispaces.com
19. Plan for Future Professional Growth & Development Seeking employment as an Instructional Technology Specialist to create professional development where I could inspire teachers to use technology in their classrooms Another interest is Instructional Design, especially in secondary math education that integrates technology in meaningful ways as well quality distance learning that cover content and engages students and support student learning through a social community Ultimate goal to serve a school or organization that does not have access to abundant computer hardware and software – alternative schools, private schools and/or non-profit organizations Working with disadvantaged, at-risk teenagers to offer different ways to motivate, encourage and excite students in the learning of all content areas