PurposeThe purpose of constructing this ePortfolio is multifaceted. First, it will help me to "cross the bridge" towards satisfying the TQS requirements and allow me to achieve a category six teaching classification. This will open doors for me to eventually move into administration or perhaps to apply to international schools many of whom prefer that applicants hold a masters degree. Secondly, it is a summative piece of work that can be shared with colleagues, family, friends and future MET students. Finally, it will serve as a reflective piece for my own journey though this program. For me, this is especially important as I took two years off in the middle of my program. According to Moon (2001), "deep" learning occurs when material is integrated into an existing body of previous ideas and understandings and when necessary, understanding is reconsidered and altered. Creating this ePortfolio will allow me revisit and reprocess my earlier learning and integrate it with my current understanding of educational technology (Vygotsky, 1978). By undertaking this reflective process I hope to deepen my learning and further expand my skills in the area of educational technology.
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Audience
The initial audience for this ePortfolio will be my ETEC 590 peers and instructor. They will be the first to examine my work, give feedback and suggestions and perhaps learn something about my journey through the MET program. This will be followed by the evaluating instructors who will determine whether my eportfolio meets the TQS standards. Beyond that, my eportfolio will be shared with interested friends, family, and coworkers, as well as future MET students who will evaluate it for its effectiveness. However the audience member who will be the most impacted by this eportfolio will be me. Not only will the process of constructing it allow me to reflect on my learning in the program, but it will serve as a reference point for the remainder of my career.
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References
Britannica (2014). Succession [Image] Retrieved from http://kids.britannica.com/comptons/art-90130/Secondary-succession-takes-place-following-a-major-disturbance-such-as
© Long, J. (2014) Cloud Forest Reserve Bridge [photograph]
© Sloan, M.L.B (2014) Jenn in Vancouver [photograph]
© Long, J., (2010). Students at work [photograph].
© Long, J., (2014). Volunteering [photograph].
Moon, J. (2001) PDP Working Paper 4: Reflection in Higher Education Learning
Vygotsky, L. (1978) Mind in Society, the development of higher psychological processes. Harvard University Press. Cambridge, MA.
Britannica (2014). Succession [Image] Retrieved from http://kids.britannica.com/comptons/art-90130/Secondary-succession-takes-place-following-a-major-disturbance-such-as
© Long, J. (2014) Cloud Forest Reserve Bridge [photograph]
© Sloan, M.L.B (2014) Jenn in Vancouver [photograph]
© Long, J., (2010). Students at work [photograph].
© Long, J., (2014). Volunteering [photograph].
Moon, J. (2001) PDP Working Paper 4: Reflection in Higher Education Learning
Vygotsky, L. (1978) Mind in Society, the development of higher psychological processes. Harvard University Press. Cambridge, MA.