Master’s of Education in Curriculum & Instructional Technology Portfolio

As a graduate student enrolled in the Master’s of Education in Curriculum and Instructional Technology program, I must complete seventy-five hours of field experience, distributed among the concentration courses. To document my efforts for the program, I am maintaining a field experience page as well as this digital portfolio page.

Below are selected artifacts from the program that highlights my ability to collaborate, explore and create. In this fast-paced, educational-technology landscape, these skills must be consistently fine-tuned to provide the necessary support to all personnel in my district. Twenty-first-century skills are now a requirement for not only students but also teachers, who must operate and thrive in a technology-infused world.

I’m thankful for the learning opportunities and skills learned from the program, which have been used to grow and empower not only myself but my staff and students.

Digital Portfolio Artifacts

Webquest Final: INST 941 Internet for 21st Century Teaching and Learning

This web-quest was designed as a group project and to be the culmination of a Solar System unit. While researching information on the Solar System, students will apply oral and writing skills using persuasion, design and journalistic skills. The original project was an active website, posted to the school website used in fifth and sixth grades. ^2,3,B,E

» Solar System Webquest (.pdf) →

Project-Based Lesson: INST 943 Impact of Technology on Education

For the Impact of Technology on Education, I created a project based lesson for fourth-grade students. Students accessed their Google Apps for Education accounts and used Google Chromebooks to access and research lesson materials over nearly two weeks. Also created an authentic assessment to properly evaluate the project. ^1,2,3,B,C,E

» Project Based Lesson on Immigration →

Mathematics Curriculum Final: INST 951 Math Instruction with Technology

Attached is my technology-based strategic plan for improvement of the math curriculum, based on an elementary school in Acton, Massachusetts, following International Society for Technology in Education (ISTE) 2012 standards. ^1,5,A,D,F

» Strategic Plan for Luther Conant Elementary School in Acton, Massachusetts (.pdf) →

Network Walk-through: INST 954 Technology and Infrastructure Management

For the Technology and Infrastructure Management course, a walk-through of a school was required. Following a rubric, my network walk-through provides building and network background information, classroom technology configurations along with security and printing services. ^5,D,F

» Network Walk-through Assignment (Google Doc) → | Network Diagram (Google Drawing) →

Professional Development Final: INST 954 Technology and Infrastructure Management

Below is a link to resources created for a professional development workshop on Google Scripts applying the knowledge and materials covered in Technology and Infrastructure Management. In order to consistently push forward integrating technology and our curriculum, well-timed professional development is of extreme importance. ^5,A,D,F

» Resources Created for an Advanced Google Apps Workshop →

Digital Portfolio Proposal: INST 959 Systemic Change

In order to adapt to the needs of the changing world, a digital portfolio allows for an authentic and dynamic way to measure and capture progress to meet learning expectations and academic standards. Below are two links to both a post and the actual proposal submitted for consideration. ^1,A,C,D

» Digital Portfolio Proposal (Google Doc) →

Final Project: EDUC 940 Adult Development & Learning

Designed a learning experience based on the introduction of a Digital Portfolio concept, incorporating adult teaching methodologies from this course. This project meets the ISTE-NETS-C 2.a and 4.b standards. ^1,B,D

» Adult Learning Presentation (Google Doc) →

Final Project: GEO 855 Geography of Sub-Saharan Africa

For the final project required for the Geography of Sub-Saharan Africa, I needed to identify differences found in United States of America and for the countries that makeup Sub-Saharan Africa.

» Sub-Saharan Africa: A Comparison →

Final Assignment: EDUC 991 Philosophy in Education

As a final product from the Philosophy in Education class, we were assigned a cultural responsiveness observation. For much of the assignment, I needed to make the assumption that answers given in the interview portion were authentic as I was unable to capture any major cultural responsiveness in practice in the classroom through my observations. This project meets the NCATE.1.C standard for professional and pedagogical knowledge and skills for teacher candidates, applying current research & policies and professional activities. ^5,F

» Cultural Responsiveness Assignment (pdf) →

Final Assignment: EDUC 998 Language Development and Communication

As a final product from the Language Development and Communication class, we were assigned to complete a field experience activity, over two class periods, with a group of students, who are categorized by their school as English Language Learners (ELLs). This field experience incorporated the National Council for Accreditation of Teacher Education (NCATE) Standards (1c.) professional and pedagogical knowledge and skills for teacher candidates, (1g.) professional dispositions for all candidates and the National Board for Professional Teaching Standards (NBPTS) via Proposition 1, “teachers are committed to students and their learning” and Proposition 4, “teachers think systematically about their practice and learn from experience.” ^5,F

» Language Development and Communication Field Report (pdf) →

Master’s Thesis: EDUC 999 Research and Evaluation

Information to follow.

Standards for CIT Program