Running Head: EPORTFOLIO PROPOSAL

ETEC 590 Eportfolio Proposal Draft

Shannon Maion
University of British Columbia
ETEC 590
January 2016

EPORTFOLIO PROPOSAL
Purpose
The purpose of my eportfolio is to reflect and provide evidence of my learning and
accomplishments in the Masters of Educational Technology (MET) program at UBC. My
reflections and selections of artifacts will illustrate my growth of understanding and
connecting theory and research to my own teaching practices. At the same time, the
portfolio will showcase my technological abilities and capability to effectively integrate
technology in education. Additionally, this eportfolio will satisfy the competencies
required by the Teacher Qualification Services of British Columbia for a category 6
teacher. This portfolio will be a place where current and future employers as well as
educators can go to learn about my knowledge of educational technology and see some
examples of my technology skills and classroom application.
Audience
UBC MET faculty, MET students, TQS, educators interested in educational technology,
and potential employers.
Objectives
1. Incorporate learning, theory and artifacts in an easy to navigate layout.
2. Re-examine my teaching practices and teaching philosophies and apply this to
the 21st century classroom.
3. Select artifacts and write reflections that demonstrate understanding of theory,
research, technology use, learning and applications to education.
4. Establish connections from across the MET program with my current and future
educational practice.
5. Develop a portfolio that can be used for future employers, professional
development and educational reference.
Procedure and Timeline
Week 5

Receive feedback from peers and instructor

Set up eportfolio platform on weebly

Week 6

Finish assessment rubric

Finalize metaphor
Finalize selection of artifacts

Week 7-9

Write course reflections and add artifacts

Week 10

Peer evaluations and feedback

Add Technology Tool Box and Communities of Practice section

Week 11

Implement peer feedback

Polish design and additional visuals / media
Start guided tour

EPORTFOLIO PROPOSAL

Week 12

Complete guided tour

Week 13

Submit ePorfolio

Metaphor
I have chosen to use a metaphor of hiking a mountain for my eportfolio. Specifically, the
mountain in all my photos is Grouse Mountain in British Columbia, Canada. As a former
high performance athlete, I always visualize and break my goals down in to one step at
a time. You can get to the top of Grouse Mountain two ways. The first way up, you pay
your money and take the easy ten minute ride on the gondola. The second chose is
the Grouse Grind. This is a difficult hike up the face of the mountain and takes the
average person one and a half hours. Both ways up the mountain get you a beautiful
view of the city of Vancouver at the top. But, those that choose to take the route of the
Grind to the top are choosing to step outside their comfort zone, push themselves
mentally and physically, learn lessons about themselves, can go at their own pace and
may need to work with or accept help from others. This journey will create experiences
and knowledge that will allow themselves to climb many more mountains and gain a
deeper appreciation of the views from the top. The journey up the Grouse Grind has
many parallels to my experience and final accomplishment in the MET program.
Getting to the top of this mountain means that I have completed the MET program and I
can take some time to sit back and enjoy the view until I find the next mountain to climb.
Potential Artifacts
Course
ETEC 500

Potential Artifacts
o Methodological Critique
o Research proposal

Platform
o Text
o Text

ETEC 510

o Ipads in Physical Education Wiki entry

o Ipads in social studies 8 classroom
education by design project

o Wiki
o Text

ETEC 511

o Case study social media in the

classroom: the case of Twitter
o Politics of educational technology

o Text

ETEC 512

o Lesson plan critique

o Online workshop constructivism

o Text
o Weebly

ETEC 530

o Paper constructivism in the high

school science classroom
o Constructivism concept map

o Text

o Wordpress

o Cmap

EPORTFOLIO PROPOSAL
o Online workshop science lab safety

o Weebly

o Video documentary Transition from

radio to television
o Rip.Mix.Feed
o Prezi blogging in the science
classroom

o YouTube

ETEC 531

o Media production BYOD case study

o Media guide Apollo 13

o YouTube
o Text

ETEC 533

o Online workshop technology

supported learning
o Online workshop SMARTboard
tutorial

o Prezi

ETEC 540

ETEC 565A

o
o
o
o

Eportfoio
LMS evaluation SECTIONS rubric
Digital Story
Online course shell

ETEC 590

o ePortfolio
o evaluation rubric

o Wordle
o Prezi

o Wordpress
o
o
o
o

Wordpress
Text
Powtoon
Moodle

o Weebly
o Text

Rubric

Criteria
Meets TQS
requirements

Meets MET
expectations

Meets Expectations

Does Not M

Demonstrates the individuals learning

Demonstrates knowledge and understanding
of theory / research in educational technology
Applies theory and research to educational
practice
Demonstrates the ability to reflect and
critically evaluate previous research to
practice

Does not demo

learning
Show no knowle
theory / researc
Does not apply
educational pra
Shows no evide
and critically ev
practice

A concrete product that can be used for

personal or professional use
Linkages are made to MET program concepts

Is a concrete pr
considered pres
personal use

EPORTFOLIO PROPOSAL

Artifacts

Reflections

Design

Writing Mechanics

and applied throughout

A product is created that is educationally
valuable to a professional audience
The eportfolio is structured around a theme or
metaphor

No Linkages are
concepts and a
The product cre
educationally va
the field
The eportfolio is
theme or metap

Demonstrate understanding of educational

technology theory and research
Wide range of artifacts are selected to
demonstrate learning as well as technology
skills

Does not demo

educational tech
There is not a w
selected to dem
technology skill

Link to educational technology theory and

research
Describe personal connections to MET
learning experiences
Refer to applications of practice

Does not link to

theory and rese
There are no pe
learning experie
Does not refer t

ePortfolio is easy to navigate (labeled clearly

and organized) and all links work correctly
Metaphor is effectively connected to artifacts
and learning
Wide variety of media is used to engage the
reader and strengthen the purpose of the
portfolio
Demonstrates an understanding of
educational design principles

ePortfolio is not
clearly and uno
work correctly
Metaphor does
learning
Does not use a
to engage the re
purpose of the p
Does not demo
educational des

Writing style is professional and clearly

organized.
Writing is proofread for any grammar,
punctuation or spelling errors
Referenced are used appropriately using APA
format and all images are given credit.

Writing style is u
unorganized
Writing has mul
and spelling err
References are
APA format is n

Potential References

EPORTFOLIO PROPOSAL
Anderson, T. (2008). Towards and Theory of Online Learning. In Anderson, T. &
Elloumi, F. Theory and Practice of Online Learning. Athabasca University.
Bates and Poole. (2003) A Framework for Selecting and Using Technology. In
Effective Teaching with Technology. San Francisco: Jossey-Bass. Pages 75-105.
Introduction: Computers and Children" and "Chapter 1: Computers and Computer
Culture" in Papert, S. (1980). Mindstorms: Children, computers, and powerful ideas.
New York: Basic Books.
Prensky, M. (2001). Digital natives, digital immigrants. On The Horizon, 9 (5), 1-6.
Turkle, S. (2012, April 21). The flight from conversation. New York Times,
http://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-from-conversation.html?
pagewanted=all&_r=0.