ETEC 590 - ePortfolio Proposal and Video Script

Scott Pike
University of British Columbia
June 1, 2019

N.B. This proposal and script are initial drafts created to support my learning and creation processes, and
are not intended as final copies. Many suggestions for revision were considered and implemented under the
guidance of Prof. Feng and various classmates of ETEC 590, Section 66A. Final changes and additions
were made informally, across multiple media platforms, after the creation of these documents.
Audience and Purpose

My intended audience for this ePortfolio will be the TQS, colleagues, employers, family, and friends. The
most immediate purpose to the completion of my ePortfolio will be to meet the standards for a TQS category
6+ designation. According to the University of British Columbia, this designation will be proof of:

- Familiarity with and understanding of theory/ research in educational technology

- The ability to evaluate and draw conclusions about the work presented in relation to previous theory/
research
- The ability to explicitly link theory and research to practice.
- My growth as a professional educator and lifelong learner

It is this last aspect which I hope will fulfill my second purpose to my proposed ePortfolio, that of a tangible
representation of my interests and philosophies as an educator in the 21st century. I hope to be able to
present my accomplishments and reflections gathered in this MET program, so I may be able to more clearly
define my values as an educator (and a father) in an age where technology and education are inseparable.
It is my hope that this definition will lead me towards new attitudes and opportunities in education, and will
enable me to better serve my students and colleagues.

The final purpose of my ePortfolio will be to serve as a testament to my commitment and achievement to my
chosen professional field. This evidence may enable me to find future employment within or outside of my
current school district, but more importantly, I want this portfolio to be an artifact of dedication to my career,
and by extension, to my family. The ultimate satisfaction in these past three years will be to have my family
look upon my achievements with pride and gratitude.

Goals

#1 - To continue to become familiar with a variety of technologies that allow for the presentation and
collaboration of learner knowledge in formal and informal educational settings.

#2 - To continue to gain a thorough understanding of how technology is relevant and useful in modern formal
and informal educational settings, and to continue to develop a best practice framework for suitable use of
technology in order to meet the needs of various learners.

#3 - To continue to use technology in a meaningful, efficient, and engaging way in my classroom, so that
students are able to learn - and demonstrate learning - powerfully and authentically.

The above goals are important to me in that they remind me to continue to be mindful of my practice and the
different environments that best engage my students and demonstrate their learning. I am also reminded to
continually reflect on this ever-changing educational landscape, and the dynamic flux in relationship between
learner, technology, and society. With the rapid development of technology and technology within education
- and the possibilities yet to be fully realized within these areas - I see the above goals being essential and
relevant to my practice for many years to come.

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Artifacts

The following is a preliminary list of possible artifacts to include in the ePortfolio:

Course Artifact

ETEC 500 Qualitative/ Quantitative Synthesis Paper; Group IBL Paper

ETEC 531 The Hurt Locker​ Media Guide (PDF)

ETEC 512 Behaviourism Conference (Website)

ETEC 511 Technology and Relationships (Website and Essay)

ETEC 522 Visually Intensive Learning (Website); Educational Technology Venture

(Website)

ETEC 532 Storytelling CIP (Website)

ETEC 540 Lost in the End - Technology and Storytelling (Website); Japanese
Typewriter Documentary (Youtube Video and Essay)

ETEC 521 Appropriation and Indigenous Identity (Youtube Video and Essay)

ETEC 510 Playing with Design (Youtube Video); Big Ideas in ELA (Website)

In Practice Various examples of technology integration in my classes, primarily

through my class website, www.droppinenglish.weebly.com

References, Theories, Resources

References: Ong, Bolter, Turkle, Tapscott, New London Group, Gee…

Theories: Constructivism, Constructionism, TPACK, Multiliteracy...
Resources: Camtasia, Weebly, GAFE, Padlet, Slack, Google Scholar…

Over the next week or two, I will review my course readings for more examples.

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Metaphor

The metaphor I intend to use is one that reflects a personal pastime and interest. Alpine hiking as a
representation of my learning experience is a suitable metaphor in that it takes into account the various
resources, theories, and other tools that can be represented literally and figuratively. As well, the journey -
viewed as occurring in stages and leading to a culminating metaphorical apex - is appropriate. Finally, the
end of my journey - in part through this ePortfolio - allows me to understand the surrounding landscape of a
world where technology and change are fundamental facets to 21st century education. This is the view from
the top of my mountain.

Platform

At first I was convinced that Google Sites would be the best platform to use. I thought this primarily because
I am interested in having my own students create ePortfolios at the end of the year, and since my school
district uses the Google App For Education Suite, Google Sites is available to every student in my district
without the worry of privacy issues. I thought that learning the platform for ETEC 590 would help me to help
my students.
However, in researching Google Sites, I found the platform to be straightforward and plain. While it will no
doubt have functionality and ease of use as a low cost option, I think I am looking for a little more in terms of
customizability.
I will continue to research platforms for alternatives that can offer a greater range of customizability and
transferability, as ultimately I would prefer to have my ePortfolio unique and eye-catching for when I finally
submit, but also versatile enough to be able to transfer to a different platform - online or offline - if I choose.
For now, Weebly is my front runner, as I use it for my classroom website, and have used it for several MET
projects. I am familiar with the layout and functions, and have come to view Weebly as a relatively stable -
and cheap - platform in the five years I have used it. However, if a more unique or attractive option presents
itself, I would happily learn to use it for my ePortfolio.

Timeline

June 17- 23 Confirm platform; design layout

June 24-30 Complete text elements and extraneous documents (i.e. CV); begin
collecting images

July 1-7 Continue to collect and integrate images and artifacts; fine-tune design
based on feedback

July 8-14 Begin work on video presentation; fine-tune design based on feedback

July 9-21 Work on video presentation; fine-tune design based on feedback

July 22-28 Final adjustments to video or ePortfolio as needed

July 29-Aug. 4 Final submission

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Significance

Through this process of creation I hope to gain a better understanding of the relevance of ePortfolio creation
in student learning. Ultimately, I am searching for ways to make this type of activity relevant to a variety of
different learners, and I am hoping that by taking this journey as a student I will be able to better assist my
future students as they seek to make meaning of their learning.

Secondly, since I have no immediate plans to change employment, the importance of my ePortfolio will
largely be an intrinsic satisfaction to see and share a tangible representation of my three years of work. I
have at times found that the MET program can be an isolating and lonely endeavour, with friends and family
having only a distant understanding of the work we do. I hope this ePortfolio puts into accessible,
understandable terms the work I have been engaged in. Ultimately, this larger artifact of my learning may
help to put into context my professional interests and endeavors over the span of a career.

Rubric 1 - Content

Approaching Meeting Fully Meeting Exceeding

Artifacts Artifacts Artifacts Artifacts

- >3 artifacts included - 4-6 artifacts included - 7-9 artifacts included - 10+ artifacts included

- limited or no variety of - a small variety of media - a variety of media selected - a diverse set of media
media in selected artifacts selected selected

Reflection and Relevance Reflection and Relevance Reflection and Relevance Reflection and Relevance

- Reflection minimal or - Some reflection included. - Consistent reflection - Reflection provided for every
missing. provided, though perhaps not artifact
for every artifact

- Reflection displays a degree - Reflection displays clear - Reflection displays

of consideration of and consideration of and insightful, in-depth
connection to personal connection to personal consideration of and
experiences and growth. experiences and growth. connection to personal
experiences and growth.

- Evident relevance of - Clear relevance of - Strong relevance of

theoretical or professional theoretical and professional theoretical and professional
significance significance significance

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Rubric 2 - Presentation

Approaching Meeting Fully Meeting Exceeding

Metaphor Metaphor Metaphor Metaphor

- Guiding metaphor not - Guiding metaphor is - Guiding metaphor is clearly - Guiding metaphor is clearly
included or not discernable included, though may be defined and reasonably defined and richly augments
loosely defined or simplified specific the portfolio with its
complexity

Design Design Design Design

- layout and navigation are not - layout and navigation are - layout and navigation are - layout and navigation are
clear reasonably clear, though clear, despite some clear and elaborate
perhaps straightforward complexity

- some links and internal - all links and internal - all links and internal - all links and internal
elements are not functioning elements are functioning elements are functioning elements are functioning

- Aesthetic presentation is - Aesthetic presentation is - Aesthetic presentation is - Aesthetic presentation is

sparse, cluttered or otherwise simple but acceptable professional and pleasing, professional and engaging,
unappealing. with appropriate balance with appropriate balance
between text, image, and between text, image, and
space space

Conventions Conventions Conventions Conventions

- Many errors in conventions - Some errors in conventions - Few errors in conventions of - Very few errors in
of written English (spelling, of written English (spelling, written English (spelling, conventions of written English
punctuation, grammar, etc.) punctuation, grammar, etc.) punctuation, grammar, etc.) (spelling, punctuation,
grammar, etc.)

- APA guidelines for research - APA guidelines for research - APA guidelines for research - APA guidelines for research
citation largely not observed. citation mostly observed. citation observed. citation observed.

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Website Video Script

INTRO NEEDED Images? Quote?

_______________________________________ ______________

TrailHead-
Screencast (Homepage)

Welcome everyone to my ETEC 590 Graduating Project - Technology

Trails in Education. If you are viewing this video, you have found the
home page to my portfolio. I would just like to take a few minutes to
outline the highlights of this work, and give you a glimpse of the learning
that serves as both background and bi-product to my work in the MET
program.

Every element required in the ePortfolio is referenced at the top heading

bar. These elements contain information about myself and my learning
experiences throughout the MET program. Clicking on elements in this
bar will take you to corresponding pages within the portfolio. Hovering
over some headings will reveal subheadings that can lead to more pages.
Feel free to use these links in whatever order you choose to peruse any
aspect of the portfolio at any time.

For a linear tour of the eportfolio, I suggest using the buttons available at
the bottom of each page to progress through the various elements in the
order that I had designed. At any time, you can return to the homepage
of this website by clicking on the portfolio title, Technology Trails in
Education. IMAGES FOR
TRANSITION
__________________________________ BETWEEN
SCREENSHOTS
My Trailhead serves as a starting point and an outline to the educational ______________
journey I set out on over two and a half years ago. This journey was
guided by three educational goals that I conceived, revisited, and
reflected upon often. These goals helped me to stay on my path and
reminded me to keep my studies grounded in practical and ethical
purpose. Above all else in this experience, I wanted the knowledge I Highlight Educational
gained in the MET program to be used effectively and responsibly. Goals and Metaphor
Image (overlay other
Since alpine hiking has been a treasured pastime of mine for over twenty hiking images)
years, one that repeatedly reinforces an experience similar to my journey
in the MET program, I chose to use this passion as a guiding metaphor to
my ePortfolio. Skills, resources, and educational theories are all
equipment and tools that have helped me on my journey, and my

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completed courses have woven into a path that has led me to my trail’s
peak, a place where I can reflect on my journey and understand the
surrounding landscape of a world where technology and change are
fundamental facets to 21st century education.

MY TRAIL

Along my trail you can find course reflections and artifacts. These
signposts represent my learning, and the theoretical frameworks that
Intro to trail pages…
have supported that learning. If anything, I would say my experience in
scroll through
the MET program has been grounded in Vygotsky’s theory of
Constructivism, in that I have selectively taken knowledge and skills from
this program, and built up my understanding in a situated context relevant
to what I consider important, relevant, and useful in my professional and
personal lives. The greatest treasures along this trail are unique to me,
and may not be the same for others. Some courses offered
thought-provoking reading and discussion, while others may have offered
a chance to hone my technical abilities. As part of this journey, I
incorporate technological elements that allow me to link and share ideas
and accomplishments, taking full advantage of modern text technologies
to do so. Along my trail, you will find files, links, buttons, embedded video Highlight these artifacts
and scrib’d documents, all representative of elements that allowed me to
scaffold and build my learning into something that is personal and
meaningful - my own journey unlike any other.

So at the end of my trail, at the top of my mountain, what is there to see?

What have I discovered in the process and culmination of two and a half
years of study of the way we learn in a technologically mediated culture?
As an English teacher, I am drawn to the depth and extent to which
change defines our educational landscapes. Walter Ong reminds us that
technological changes to the very fundamental mechanics to our literacy
dictate the processes by which we think. “Technologies are not mere
exterior aids, but also interior transformations of consciousness, and
never more than when they affect the word” (Ong, 1982, p. 81) This is as
true for older transitions in literacy and communication as it is modern
ones, for Jay David Bolter remarks that “[d]igital technology is one of the Screen shot of google
doc??? Website?
more traumatic remediations in the history of Western writing” (24). In
Mindmap?
this age of digitally mediated literacy, as communicators, “we are

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concerned [...] that there is too much information held in electronic media
for our minds to assimilate” (33), while as an audience “the verbal text
[competes] for the reader’s attention with a variety of [...] elements. Minds
fly from printed word, to moving picture, to oral expression, to associative
link, all in a pattern determined at random according to individual instinct.

Nowhere have I felt this more than in the construction of my artifacts - this
ePortfolio included. Through the course of the MET program, I have
evolved as a learner, both in how I absorb and express my knowledge. Linear vs non linear
Linear structures like the writing process have been supplanted by pathways
technologically enabled competencies that encourage me to consider how
text, image, sound, design, and associative linking can collectively
reinforce meaning. My developing sensitivities to these aspects have
Creative chaos image
created an explosively chaotic creative process, one which is
simultaneously improved and hampered by the interplay of these
elements. My ideas dictate my media, and vice versa.

And so from these experiences, I can understand the landscapes that my

students walk through. They have the opportunity to learn and express in
ways that until three years ago were largely unknown to me. They have
the opportunity to develop competencies and literacies that I had no idea Stock tech images?
were necessary or relevant when I was in high school. What’s more, my
students have the opportunity to learn and express as part of a
participatory culture, where learning and creation are iterative processes
based on the strength of our connections as a learning community, either
formal or informal.

It is with this in mind that I move into the next phase of my career as what
Mary Kalantzis and Bill Cope would call a “designer and manager of
learning”. The ideas in their article, “The Teacher as Designer: pedagogy Teacher as designer
in the new media age”, best represents how I plan to implement my
Climbing together?
learning from the MET program. To quote, I aim to “create learning
environments which engage the sensibilities of learners who are
increasingly immersed in digital and global lifestyles… [helping to build]
the knowledge capital of a society, the creative capacities for innovation
as well as the sensibilities to navigate ambiguity and complexity” (202). I
intend to use emerging technologies to offer a transformative, multimodal
learning experiences that emphasize engagement, innovation, creation,
and collaboration. In doing so, I will be able to design individualized
learning paths for my students, so that we may make the journey of
education together.