Department of Special Services and Leadership Studies
School of Education
Digital Portfolio
Course Number:
Credit Hrs.:
Semester:
Instructor:
Office Phone:
Hours:
E-mail:
SSLS 731
1
Spring 2010
Dr. Sue Stidham
620-235-4507
Posted
jstidham@pittstate.edu
Course Description: Candidates will be taught how to collect and display material
electronically using ANGEL’s ePortfolio suite. Candidates will construct a multimedia
portfolio in a format suitable for either web distribution or copied to a CD-ROM. This
course will be a requirement for all LMS and technology facilitators and will be the final
assessment instrument for graduation from the program. The portfolio will be the
foundation for the entire program as it unfolds.
Purpose: Candidates will demonstrate their understanding of education technology and
the appropriate standards for their emphases through the design, development, and
evaluation of their portfolios.
Resources: ANGEL ePortfolio
Candidates will have an icon directing them to the portfolio site within the ANGEL LMS.
This is a free application and is part of the university’s management system. Internet
access is required in order to use the portfolio, however.
Teaching Strategies:
Primarily hands-on experience with strong instructor support.
Assessment Strategies:
Checklist, Rubric
Standards in Action:
Defining the portfolio context & goals
Identify: the portfolio’s purpose and audience, the standards, the resources available,
including both hardware and software, level of technology skills.
Begin to identify, collect and store portfolio artifacts based on purpose/audience/goals.
Interject personality into the portfolio design by using appropriate multimedia to add
style and individuality to the portfolio.
Candidates will add digital assignments to the portfolio in progress, which will model
ethical and responsible behavior with regard to use of information. The portfolio will
demonstrate knowledge of theories of media organization, as well as the processes and
skills related to collection development. The expertise with the technologies for
information creation, storage, retrieval, organization, communication and use developed
in this one hour seminar will continue to be built upon throughout the completion of the
library media certification program. Candidates will develop and demonstrate strategies
for identifying, retrieving, evaluating, using and synthesizing information.
Assessment:
Assignment
Digital Portfolio Capstone Project (This will be posted in your final
semester)
Philosophy of Education project (This will be posted in a later course)
Starting Resume (Original resume posted)
Ending Resume (This will be posted at the end of the program)
Overall Design (Picture of Candidate, Uniqueness, etc.)
TOTAL
Points
100
350
Evaluation, Grading Scale & Classroom Policy:
Grading Scale:
A----------------90-100%
B----------------80-89%
C----------------70-79%
D----------------60-69%
F-----------------below 60%
Class Policies: The PSU policy on academic dishonesty is printed in the University
Catalog. Candidates are expected to submit their own work. Disrespect will not be
tolerated. Class attendance is not an issue with online courses; however, candidates will
need to pace themselves each week and stay on schedule. Online courses require much
self-discipline.
Assignments and Incomplete Policy: Assignments must be received by the due date
and time. If assignments are not submitted through ANGEL by the specified time, they
will be considered late.
Responsibilities: Check ANGEL daily for updates and announcements.
Assignment schedule: Subject to change depending on circumstances.
Up to ten percent of the total possible points for each assignment will be deducted from
the points earned on an assignment for each day, including weekends, if it is past due.
Incompletes will be processed as late assignments, but as a cumulative late assignment,
which means that points can be deducted. If an incomplete is not finalized by the end of a
one year period, the "I" will automatically change to a grade of "F" as per PSU's existing
policy. The instructor has the latitude to change this policy depending on the
circumstances for candidates. It is not the intent of PSU to impose punitive policies for
candidates who have legitimate reasons for late work; therefore, communication with
your instructor is important, especially since this portfolio occurs at the end of the
program.
Capstone Project: This capstone project is your final opportunity to share the wealth of
information you have gained throughout this program. All text submitted should
demonstrate your highest writing ability and your projects should demonstrate your most
elevated technology skills. Not only are you representing yourself at this point, but you
are representing Pittsburg State University’s Educational Technology Program, so make
us proud. The digital portfolio is the equivalent of a written/oral comprehensive
examination, and candidates cannot graduate from this program without passing with an
exemplary or satisfactory on this digital portfolio project.
Digital Portfolio Standards for Educational Technology
Standards for Library Media Specialists are as follows:
Standard 1: The library media specialist applies the principles of library and information
studies to create effective, integrated media program.
Standard 2: The library media specialist integrates information literacy through
collaboration, planning, implementation, and assessment of learning.
Standard 3: The library media specialist applies knowledge of learning styles and of
human growth and development.
Standard 4: The library media specialist provides equitable use of technology and
innovations.
Standard 5: The library media specialist plans, develops, implements, manages, and
evaluates the library media programs.
Standard 6: The library media specialist upholds professional ethics and promotes
equity and diversity.
Standard 7: The library media specialist recognizes the role of the library media
program within the community
Standards for Technology Integration Specialists are as follows:
International Society for Technology in Education (ISTE)
Standards for Technology Facilitation Technology Leadership
Standard 1: Educational technology facilitators demonstrate an in-depth understanding
of technology operations and concepts.
Standard 2: Educational technology facilitators plan, design, and model effective
learning environments and multiple experiences supported by technology. Educational
technology facilitators:
Standard 3: Educational technology facilitators apply and implement curriculum plans
that include methods and strategies for utilizing technology to maximize student
learning. Educational technology facilitators.
Standard 4: Educational technology facilitators apply technology to facilitate a
of effective assessment and evaluation strategies.
variety
Standard 5: Educational technology facilitators apply technology to enhance and
improve personal productivity and professional practice.
Standard 6: Educational technology facilitators understand the social, ethical,
legal,
and human issues surrounding the use of technology in P-12 schools and assist teachers
in applying that understanding in their practice.
Standard 7: Educational technology facilitators promote the development and
implementation of technology infrastructure, procedures, policies, plans, and budgets for
P-12 schools.
Standard 8: Educational technology facilitators will contribute to the shared vision for
campus integration of technology and foster an environment and culture conducive to
the realization of the vision.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which reflect a commitment to a dependable and professional demeanor.
 Acts with integrity and fairness in an ethical manner*
 Demonstrates commitment to life-long learning
 Participates in ongoing professional development
 Demonstrates professional behavior*
 Sets priorities through self-motivation and self-direction
 Maintains confidentiality at all levels*
Communication: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which promote effective communication.
 Utilizes multiple collaborative strategies necessary in developing effective
learning opportunities for all
 Demonstrates a high level of proficiency in oral and written
communication skills
 Adapts to a variety of unique cultural and ethnic communication styles*
 Practices effective interpersonal skills that enhance communication*
Leadership: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which exhibit leadership competencies.
 Demonstrates the ability to make decisions based upon data and input
from stakeholders
 Adheres to ethical and professional standards
 Transforms ideas into action through effective team building
 Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
 Prioritizes tasks and manages time efficiently
Instruction and Assessment: The educator will demonstrate specific attitudes, values,
beliefs and behaviors which reflect advocating, nurturing and sustaining best practices
and multiple assessments.
 Possesses pedagogical knowledge relevant to specific disciplines
 Provides for instructional variation and integration with other disciplines
 Establishes goals and expectations that lead to effective learning
 Inspires all learners to develop self confidence and competence*
 Demonstrates specialized preparation in specific area of study
 Differentiates instruction appropriately for specific needs of learners*
 Expects all candidates will achieve full potential and attain individual
success*
 Evaluates candidate knowledge and performance by using multiple
methods of assessment
 Utilizes assessment outcomes to develop instruction that meets the needs
of all candidates*
 Adheres to ethical and unbiased assessment practices*
Diversity: The educator will demonstrate specific attitudes, values, beliefs and behaviors
which provide equitable learning opportunities for all.
 Demonstrates sensitivity to community and cultural norms*
 Values candidates and encourages them to value self and others*
 Promotes a bias free learning environment*
 Believes in and encourages the success of all learners*
 Appreciates individual variation and shows respect for the diverse talents
of all learners*
 Responds appropriately to larger political, social, economic and cultural
issues through global awareness*
Technology: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which enhance the integration of technology within the educational
environment.
 Maximizes learning by using technology
 Enhances the educational environment through technology
 Implements various instructional technology strategies
 Tailors appropriate technology strategies to a specific content area
Research: The educator will demonstrate specific attitudes, values, beliefs and behaviors
which implements effective research within the educational environment.
 Uses existing educational research to inform and guide practice
 Maintains ethical standards in both conducting and applying educational
research*
 Identifies and solves problems by making decisions based upon accepted
theory and research