2a Portfolio Setup

EDIT 603 Eportfolio
Ebtesam Alzahmi
Created on: 04/03/2016 01:21:00 PM EDT
Last Modified: 04/03/2016 02:14:04 PM EDT

Table of Contents
EDIT 603 Eportfolio 1
Professional Goals 1
Digital Tools 2
Additional evidence of growth 5
Conferences and workshops attended 8
Digital Newsletter 9
Instructional "How to" Video segments 12
Professional Epotfolio Setup 13
Philosophy Statement 14
Professional Development Plan 16
Evidence of Uses of Technology 17
Resume 18
Keystone Assignment 19
Professional Development Workshop Plan 20
Professional Development Plan Statement 34
References 40
Reflection Papers 42
Appendix 49

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EDIT 603 Eportfolio
This portfolio represents my professional growth over this academic year. It contains best practice
lessons and projects, examples of authentic assessment, and evidence of how I met my professional
goal of improved mathematics instruction.
Professional Goals
Describe your goals for growth and a brief summary of how you have met them this year.

Web Links:
1. My Goals
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Digital Tools
EDIT 603 Discussion Threads
Discussion Thread 1
Response to Padlet reading
Dr. Taylor has mentioned some of the really good and valid points about the effect of technology on
the 21st century kids. I couldn’t agree more with him especially when he said “The bottom line is that
too much screen time and not enough other activities, such as reading, playing games, and good
old unstructured and not enough other activities, such as reading, playing games, and good old
unstructured and imaginative play, will result in your children having their brains wired in ways that
may make them less, not more, prepared to thrive in this crazy new world of technology” his points
are really valid as I have noticed and observed some really close cases like he mentioned. Kids who
grew up around technology had limited or no physical communication with other human beings
resulted in lacking some really essential skills that are required in our communicative world and vice
versa. The effects of technology on children are complicated, with both benefits and costs Whether
technology helps or hurts in the development of our children’s thinking depends on what specific
technology is used and how and what frequency it is used. The focus on technology may limit the
face to face interaction which is crucial for kids while growing up. Kids who depend and rely on
technology so much might lack those essential skills like language, learning, reasoning, problem
solving, and decision making. The aptitude of children to learn to focus efficiently and reliably lays
the foundation for almost all aspects of their growth and is vital to their development into successful
and happy people.
Comment on Padlet
I understand your point Khaled, but haven't you personally noticed any side effects for children who
focuses much on Technology and neglects the other aspects of interaction?!!
Discussion Thread 2
What is your position about knowledge acquisition?
Knowledge Acquisition is the process of extracting, structuring and organizing knowledge from one source, usually
human experts. Too much knowledge out there to be acquired. Lots of research opportunities, especially, unstructured
resource to structured resource. My opinion about how people best learn/ acquire new knowledge is through the best
practices in teaching like the learning centered approach including constructivist and social constructivist approaches. In
social constructivist approaches the emphasis is on the collaborative nature of learning and the importance of cultural
and social context. Learning is more than the assimilation of new knowledge by learners; it is the process by which
learners are integrated into a knowledge community.
Think about Vygotsky’s theory of social learning; what does collaborative learning look like in your: working
environment? learning environment?
Working Environment
Collaborative learning occurs naturally in every working environment. But the question that people
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should ask themselves, how? I would say that the working environment could be more efficient and
effective when we have a team with different strengths and skills working together to achieve common
goals/objectives. For example, In my previous working environment at a university, my team had a
goal of lunching a successful workshop, and for us to do that we needed a lot of preparation and the
most important thing I would say about our work was communication. We did have some rough times
and misunderstandings but once we cleared all that and worked together cooperatively we managed
to plan, do and reached our goal of having a really successful workshop.
Learning Environment
Regarding the collaborative learning in a learning environment at HCT and in particular my class, I
emphasis this a lot because I believe in its importance. In my situation it applies most when using
collaborative activities like group works and group projects or tasks. For example, project based
learning or problem based learning.
How do you feel when you are confronted with a new challenge, and what resources do you draw on for support?
It is my nature and the way that I grew up to love and embrace challenges. Because I honestly and completely believe
that they help me to grow and become successful in what I do. And most importantly it helps me to reach my full
potential as an individual. One way to challenge myself is setting and achieving specific goals in my life, great ones that
sometimes let me go wild with my imagination, which inspire and motivate me enough to justify the effort. Then, I divide
them into small goals that can be done given a short frame of time.
Firstly I would state the problem clearly then identify the specific strengths and resources I have; like
materials, personal skills and strengths and collaborators and friends. Later I would design a strategy
and implement it as effectively as possible and when I implement or do anything I always strive for
excellence in my work. This whole scheme I have finalized based on a lot of challenging situations I
have been through and this plan now was my model every time I face a new challenge.
Discussion Thread 3
Digital Literacies
There are so many areas that educators need to consider to engage learners. We cannot ever think
that we 'can get away with' not adapting our teaching and learning approaches to meet the needs of
21st century learners. Educators must be lifelong learners as well even if this area is challenging
otherwise, we will be left behind. To be a committed educator means that we must incorporate our
developing digital wisdom to support our learners. Seriously though, sometimes I feel that I can’t keep
up with just the technology alone! It is good to know that learners also have this issue. But it means
that we must ensure we collaborate to share our resources otherwise we may miss value
opportunities for growth.

Comment:
I absolutely agree with you Dr. Ann, you've got a point when you said that we can't isolate ourselves
from using technology and at the same time it is difficult to keep up with. Because things are in
constant change, especially technology every alternative day a new technology arises and we as
educators need to emerge ourselves into that world because it is inevitable. Our students are on it
and for us not to lose them in class we need to be on it as well. This is just my personal opinion about
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digital literacy.
Technology integration is the necessity of today's students to have 21st century skills. Some of these 21st century skills
include
personal and social responsibility
planning, critical thinking, reasoning, and creativity
strong communication skills, both for interpersonal and presentation needs
crosscultural understanding
visualizing and decision making
knowing how and when to use technology and choosing the most appropriate tool for the task
There is a growing body of evidence that technology integration positively affects student
achievement and academic performance.
I have read this really interesting Article that I am a big fan of and basically it summarize its self to:
Integrating technology into classroom instruction means more than teaching basic computer skills
and software programs in a separate computer class. Effective tech integration must happen across
the curriculum in ways that research shows deepen and enhance the learning process. In particular, it
must support four key components of learning: active engagement, participation in groups, frequent
interaction and feedback, and connection to realworld experts. A big effort? Absolutely. But our kids
deserve no less.
File Attachments:
1. meeting_saved_chat.txt (See appendix)
2. zoom chat feb 17,2016.txt (See appendix)
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Additional evidence of growth
Professional Development Plan
A professional development plan documents the goals, required skill and competency development,
and objectives a staff member will need to accomplish in order to support continuous improvement
and career development. A professional development plan can either be created by the manager
working closely with the staff member to identify the necessary skills and resources to support the
staff member's career goals and the organization's business needs. Or by the employee itself to
narrow down career objectives and reach their goals.
My Experience with Professional Development Plan
I first wrote my professional development plan when I just entered year four n my bachelor program. I
have the plan for the entire year. The goals I had in my plan were related to teaching and learning. My
year four PDP was an incorporated processes that promoted me to learn more and reflect upon
myself. It also assisted me to value my strengths and achievements during the Teaching Practice and
it also shaded the lights upon my weaknesses and opened the door for improvements. During that
year I have been working on achieving certain goals that I thought I needed to do better at. Each one
of these goals went under one of the five competencies which are Professionalism and
understanding, planning for learning, implementing and managing learning, monitoring and
assessment and reflection. That plan has organized my thoughts and priorities for that year. Doing the
PDP helped me to become a more reflective practitioner, as it encouraged me to evaluate my own
weaknesses and strengths.
Next time I wrote my PDP was as a professional as a faculty when I first joined the Higher Colleges of
Technology. My professional goals were in line with my institution strategic plans and goals. Then
later I had set my personal professional development plan as a master student and as a faculty.
I have noticed that all staff members should have a "living" professional development plan in place. I
strongly believe that planning should not take place only after an faculty member is identified as
needing improvement. Based on my personal experience in my current working place; my
professional development plans were reviewed on an ongoing basis throughout the year, with at
least one interim review discussion between me and my supervisor prior to the end of the yearly
performance review period.
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Two of my PDP’s that I strongly believe in and constantly try to achieve are that I plan to attend
conferences offered by HCT and outside HCT, and including the ones in HADEF program. Target at
least 2 conferences this year. Second, to join selfpaced courses that are in line with my interest. At
least join one course this term. I have other goals as well like finishing my Master’s degree before
2017.
Rational for attending conferences
I love to attend several conferences that are within my field of interest and in line with my institution’s
scope of work. I always return from a conference with new ideas and approaches that make me more
effective and efficient at work. Attending Conferences that are local and global have many
advantages to me, and I always make sure that I use them wisely. When attending conferences I get
to meet experts and Influencers face to face. Though not all conferences offers me the opportunity to
meet my business idols, my chances are greatly improved when I’m sharing the same space.
Another thing is the networking opportunities. Social media keeps me connected to my peers who
are both local and from away. However, there’s no substitution for meeting someone in real life that
have a different taste to my opinion. Good conferences have opportunities for attendees to mix and
mingle, form new relationships, and strengthen existing ones. Over coffee, lunch, or cocktails, we may
make a connection with the perfect provider or prospect. At a breakout session we may find
ourselves sitting next to our next mentor or new boss!! Who Knows!! Another thing I think of to not
miss good opportunity for conferences is that if I didn’t go maybe my roughest competitor might be
sitting in my seat.
Another reason for why I attend local, global and international conferences is because of the new
tools. Whether there’s an expo floor, or just a few tables near the coffee and muffins, companies often
have tools to display that we haven’t seen yet. Apps that make us faster, less prone to costly
mistakes, or give us some other sort of edge. This is usually the case with the GESS conferences
and TESOL Arabia. While undoubtedly these products can be found at their websites, it’s great to get
a hands on demonstration or be able to ask questions that are specific to your business struggles
from the company itself.
Attending conferences can lead to learning in a new space, which is always exciting rather than our
causal boring offices. I always think of it similarly to some businesses where they have meetings off
site. It’s because it’s easy to find ourselves in a rut. Sitting in the same chair, in the same office or in
the same coffee house, can keep us from fresh thinking and new ideas. Breaking out of the office,
sitting in a new space can spark us to new approaches that will grow our institution. There are many
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other reasons why attend conferences, and I would be filling three more pages if I keep talking about
them. Bu the ones I have mentioned are the most strong reasons to me.
Rational for Joining selfpaced courses
The advantages of a selfpaced course are most apparently in the flexibility it affords the person that
can work their way through the course on their own schedule, taking educational detours along the
way, as they see fit. Coursera is one of the selfpaced courses I have registered in recently along with
my precious courses on Black Board Learn. I love how the selfpaced courses are giving the
individual flexibility associated with technology. Enabled selfpaced courses is common in other
areas touched by the digital revolution. And Because of those two main advantages more employees
and workers are taking the selfpaced courses to keep themselves updated about the world around
them and at the same time it is affordable. However, one drawback about it is that it costs a lot
sometimes and you can take the course for free but if your are aiming to get a certificate then you will
have to purchase a premium account. On top of all of that, the same reasons that made me attend
conference are the ones that push me to join selfpaced courses. I am a lifelong learner and always
looks and craves for information, so I find all the resources available to me and to my situation.
Summary
To be honest, I believe deep down in me that the main reason I’m doing all of this (attending
conferences and joining selfpaced courses), is that I want to Invest In myself.
Cause to me leaving the office and “sharpening the saw” is investing in myself.
It’s admitting that I worth it. It’s admitting that I still have things to learn. That I can get better.
It’s an investment in myself, my career, and even, my institution. When walk up to the registration
desk, and sitting at those conferences. I’m saying that I’m investing in my own growth.
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Conferences and workshops attended
List the professional conferences and workshops you atteneded this year.
Web Links:
1. WorkShops attended
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Digital Newsletter
You probably already know the significant value a professional portfolio can have on your professional career
development. (If you don’t have one, it’s time to get one started!) For professionals who want to pursue new
opportunities or new positions, taking your professional portfolio to another level by creating an electronic portfolio
(or eportfolio) gives you an entirely new way to showcase your talents and abilities and stand out from the crowd
of competitors like never before.
There are numerous online sites you can use to create your eportfolio, but I have chosen to use Weebly as I
believe its user friendly and this is what all are looking for. Technology skills are vital to success in almost every
profession. When you use the latest webbased tools to showcase your professional skills, abilities, and samples of
your work, you will get noticed.

What is an electronic professional portfolio?

To define it broadly, an electronic professional portfolio includes a collection of work samples, proof of
training/education, and things that relate to your professional experience and background in a dynamic webbased
format which may include visual graphics, downloadable files, audio and video components. This platform will help
you share your accomplishments in ways that may not be as practical to do on paper or in a resume alone.
Your electronic portfolio is a professional representation of you which shows actual work product that you have
completed and shows demonstrated proof of your onthejob performance, abilities, skills, awards, and
accomplishments.

Using Weebly to Create an EPortfolio for Beginners.
February 21, 2016
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Why develop an electronic portfolio?
An electronic portfolio is a fantastic tool for marketing yourself professionally. If you are searching for a job, you
can send a website link for your professional portfolio to potential employers so they can preview your work before
they ever meet you in person. Another important reason for creating an Eportfolio is to fulfill one of your practicum
course requirement based on HCT graduation demands. Eportfolios will reinforce you and your resume for skills
and abilities in a visual, creative, and innovative way. When assembled with care and planning, an electronic
portfolio can be very powerful in your career development. Once developed, you can market it and promote it via
your other social media sites such as Facebook, LinkedIn, Twitter, and more.
Creating an electronic portfolio is also a great selfconfidence builder. It’s a great way to develop some basic
website development skills, too. There’s an incredible sense of accomplishment in creating your very own e
portfolio website.

Professional Workshop Plan
Room B 214
10:00 am – 10:20 am: Part 1 :Introduction
10:20 am – 10:50 am: Create an account in Weebly
10:50 am – 11:00 am Coffee break
11:05 am – 12:00 pm: Fill out the content in the pages (Part 2)
Follow up sessions: Selfpaced
Evaluation: By PD Developer
Here is a sample Eportfolio from a previous PD Workshop: http://h00298034.weebly.com/

Reference
J. P. (2011, July 24). Creating Your Electronic Professional Portfolio. Retrieved March 20, 2016, from
http://allthingsadmin.com/administrativeprofessionals/creatingelectronicportfolio/

For more information or if you need help please do not hesitate to contact the PD presenter:
Ebtesam Al Zahmi | Faculty of Education
Ras Al Khaimah Women’s College
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Mobile: +971503715514 | Phone: +9717202 6791
Fax: +97172210660 |P.O. Box: 4792, Ras AL Khaimah
Email ealzahmi@hct.ac.ae Web: www.hct.ac.ae
File Attachments:
1. PD newsletter.pdf (See appendix)
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Instructional "How to" Video segments
Web Links:
1. Reflection 1
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Professional Epotfolio Setup
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Philosophy Statement
Many times, philosophy of teaching statements contain inspirational stories or quotes that are cliché
in nature, but effective in expressing sentiment. For me, teaching has always been something that I
was doing, whether or not I realized it, formally and informally.
My role as a teacher started early without even realizing it, I became a teacher. I took it upon myself to
make sure that she understood things that I had already figured out, taking care to explain, guide,
show, and assess. After graduating high school, I took a variety of classes in college and quickly
discovered that the formal education classes were where my true passion existed. I was most happy
in the classroom, either as a student or as a teacher. I graduated and moved directly into the
education sector, I know I wasn’t involved in teaching directly I was rather training and preparing
professional development courses and train other educators and during this process I was pacing all
my experience and knowledge to the other trainers and trainee. I enjoyed this time and worked with
colleagues who helped me develop my teaching style, which is based in Inquiry and Student Centered
Instruction. Within these constructs, I find that I can shift my role into a mentor, and allow students to
move through carefully developed lessons that allow them to discover content in a meaningful and
personally powerful way.
I have always believed that all children have the capacity to learn, but I haven’t truly experienced this
until I was involved in observations and teaching some of the classes in the UAE and teaching in a
classroom where most students didn’t speak the language that I was trying to teach to them. In those
precious moments, I realized that the true calling to teaching isn’t just delivering materials, setting up
learning experiences, and developing dynamic curriculum but that it is actually in finding a way to
connect with students and share in a journey of discovery. I spent two years in the government higher
education sector helping students discover the joy of learning and training Emirati women to become
teachers. The very job that I loved doing then became my goal for these women. In the other countries,
attending college is something that one does for themselves. With a college degree comes a better
paying job, a better life. But here in the United Arab Emirates, women attending college is relatively
new, definitely a first generation development and the stakes are much higher. These women were in
my class not because they wanted a better job or life, but because they were invested in developing
our country and breaking ground for their sisters and daughters.
Luckily enough modern teacher is not limited in his tools to the chalkboard, he has technology at his
hand to aid him make learning process more effective. There's a saying, "mediocre teacher tells,
good teacher explains, great teacher inspires". In my opinion, the most important and noble role the
use of technology can play in educational process is to help inspire and motivate students. In the
world of computers, PDAs and teleconferences, traditional methods of teaching mathematics, both
instructional and organizational, cannot fully live up to students’ expectations. It would become more
and more difficult to make students interested in a subject that has so little in common with the world
they live in. If we want to gain their trust, we need to be able to talk to them on their own terms. Time
calls for newer technologies, and if you think about it: who is better equipped to meet this call than
mathematics? Numerical algorithms, various industrial applications and even abstract theories are an
excellent source for computer enhanced presentations. Technological base allows to present well
known concepts in a different light, provides new tools and ideas, revealing hidden connections
between practice and theory and allowing students explore things with their bare hands.
However, as with all discoveries, there is a danger of going too far. While playing with technology, we
may forget to teach our students how to "read and write", and very soon they'll lose ability to
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understand the language. So it's extremely important not to become "technology blind" and to
maintain a healthy balance between tradition and modernization, no matter what goals we choose to
pursue.
Another important role technology plays in education is that of a facilitator. Technological advances
change our life and our habits, so it's natural that they change the way we communicate. Teacherto
student communication is the corner stone of any educational process, so anything that has a chance
of making it more productive deserves a try. There are multitudes of webbased tools and packages
available nowadays, one only needs to have the courage to try them. In my experience, students
respond well to innovation, be it a message board or online lecture notes, provided these tools serve
their purpose. And if they don't, students themselves will identify the flaw. Most of them value teacher's
efforts upon creating healthy working environment and are ready to provide feedback if they feel their
opinion will be taken into account.
Overall, my philosophy on teaching with technology can be summarized as follows: good use of
technology is a moderate use of technology. I always use caution when experimenting with new
approaches and try to tailor them to my audience. I believe that if used wisely technology in education
has a great potential, which not only can better serve students' aspirations, but can also foster
curiosity and critical thinking.
I believe that my work and experience is valuable. I believe that we often are not even aware of the
lessons that we will be learning, and I find that I feel most alive in the classroom, as a student or as a
teacher. I enjoy sharing my passion for learning and teaching with others, and often look for
opportunities to share, learn, or teach. Many days are difficult, and I don’t pretend that the life of a
teacher is always glamorous or rewarding, however the days that are glamorous and rewarding make
those other days dwarf away into the shadows and make my desire to teach stronger.
File Attachments:
1. philosophy.pdf (See appendix)
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Professional Development Plan
Web Links:
1. Professional Development Plan
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Evidence of Uses of Technology
File Attachments:
1. Digital Literacies.png (See appendix)
2. Discussion Thread 3.png (See appendix)
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Resume
File Attachments:
1. Ebtesam Alzahmi 2016.pdf (See appendix)
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Keystone Assignment
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Professional Development Workshop Plan
Presenter: Ebtesam Alzahmi Date / Time: February 21, 2016 / 10:00
Am – 12:00 Pm
Place: Higher Colleges of Technology / Participants: Year 1 semester 2
Class: B 214 students in Education Department
Title: Using Weebly to create an E Participants needs:
Portfolio for beginners.
Any Device Laptop/ IPad/ Smart
Phones with charger.
Pre requisite: An Active Email Internet access
Address

Duration:
This workshop will be conducted in a two hour frame time for the first part, but it
shall be a continuous process, which is essentially delivered via blended learning:
an introductory session (this two hour training). As learners have a course they are
taking with continuous support for portfolio development, I will be responsible for
the continuous process and evaluation. I would have 14 participants and an
assessment criteria to evaluate each. Therefore, the training itself might be more
than two hours. The rest shall be resumed via virtual learning like blackboard online
courses + clinics + individual consultations.
v. (Standards: ISTE 2a, 2b, 3b, 5a)
v. (Standards: ISTEC 3f, 3g)
Statement of The Need in the Learning Environment:
The purpose of this workshop is to help participant to create and showcase an E
Portfolio which contains information about the setting, observational tasks,
reflections, school journals, lesson plans, artifact photos and additional section for
other core courses. This EPortfolio will help learners to demonstrate and evidence
their skills, efforts and achievement during their teaching practice. This would be in
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line with the course learning outcomes (1,2,3,45). The course learning outcomes
are as below:
v. CLO 1 Show a high level of professionalism in relations with all school staff
and students.
v. CLO 2 Plan, prepare and implement appropriate activities for the various
stages of a lesson based on relevant curriculum outcomes and the needs of
the students.
v. CLO 3 Apply strategies for teaching and managing students, ensuring
active student participation is encouraged and problems are addressed.
v. CLO 4 Begin to use formal and informal monitoring and assessment
strategies to identify areas of strengths and weaknesses.
vi. CLO 5 Identify professional development targets based on reflection,
feedback and pedagogy.
Level of Performance:
This PD workshop is developed for the beginner level and in particularly year one
students in the education department as this is their first time to create an E
Portfolio for their practicum course. To surely determine students’ level of
performance a short survey will be made through survey monkey to indicate
participants’ awareness of using Weebly in particular and on creating an E
portfolio. Based on the results from the Survey I will create the activities in the PD
that are suitable for the participant level of understanding
Characteristics of Learners:
Language, literacy and numeracy:
Participants are proficient to understand commands and instructions in English.
Cultural and language background:
Participant are learners in year one in the education department, they are second
language learners, as Arabic is the first language.
Education and general knowledge:
Participants are teachers in training with IELTS band 5 which is a requirement for
their admission in the Education department.
Gender:
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Females
Age:
2025 Years old
Physical ability:
As per my knowledge none of the participants lack the physical ability to perform
any task in this workshop as they are my students in year one and I have been
teaching them for a semester and I know their abilities. If any of the participants
have special educational needs (SEN), they can inform the presenter or if it is
noticeable, certain arrangements will be made for them and they will be provided
with an assistant.
Previous experience with the topic:
Participants do realize that they have to create an EPortfolio to showcase their
work, but not all of them may heard of Weebly sites. This will be determined from
the survey.
Experience in competency based training:
Participant might not be aware or have any experience in competency based
training, they might not recognize that their work will be assessed gradually and
continuously. This might be because of several reasons, one they haven’t attended
any workshop before, or they have attended some workshops in the past and they
were for few hours only and not continuous.
Work organization:
Participants are responsible for carrying their own learning and keeping up with the
training sessions. The trainer role is to be the facilitator and like a mentor, but to
keep up with the work is the participants’ role.
Previous learning experience:
Participants are prompt to learn and enthusiastic about creating an EPortfolio that
can be used as an evidence for their future learning.
The Goals:
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Using Weebly to create an effective EPortfolio for beginners to showcase their
teaching practice experience; aiming at intermediate and advanced level.
(Standards: ISTE 2a, 2b, 3b, 5a)
The Learning Outcomes:
Needs assessment will be done on the target participants to identify the prior
experience, motivations, language proficiency and educational experience; along
with other factors as well.
This is a continuous PD workshop, where participants will only be able to achieve
LO1, LO2 and parts of LO3 in the first training session. A follow up session will be
held to continue with the other learning outcomes along with additional support
from the online courses, clinics and individual consultation.
Participants will be able to:
LO1: Create an account in Weebly
LO2: Add the following pages: Home page, Profile page, Observation tasks,
Lesson plans, Reflections, Journals, Assessments and Evaluations and
Artifacts/ Photos.
LO3: Fill out the content in the pages
LO4: Publish their Weebly site
(Standards: ISTE 2a, 2b, 3b, 5a)
Resources:
Overhead projector
Participants PC devices / I pads/ Smartphones
Whiteboards
Flipcharts
Handouts
Internet access
Problems and Solutions:
I will support users using Weebly on both laptops and mobile devices in the
workshop. I may wish to recommend one or the other to the participants depending
on the functionality, but I know someone will always arrive with the one or the other,
so best to be prepared. Also I would have a backup chargers if needed. And plan
B if the head projector didn’t work.
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Delivery Approach:
10:00 am – 10:20 am: Part 1
Introduction: Mini discussion to elaborate to participants what is an eportfolio.
In this training session we will look at eportfolios and how to set up one using
weebly. You may be asking what an eportfolio is?!! An eportfolio is an electronic
collections of materials designed to showcase your work. it is a learning record
that provides evidence of your achievements to show your teachers or potential
employee. It is important for an eportfolio to be well organized to impress people
about you.
All right that’s enough talking for me!! Let’s get started!!
10:20 am – 10:50 am / LO 1: Create an account in Weebly
Hello Everyone. It’s time to set up your very own eportfolio which you will use to
showcase your newly acquired skills from the teaching practice.
Step 1: Go to www.weebly.com and create an account. Simply fill in the
information field. Make a note of your login and password.
Step 2: Select “site” for the “focus of your site”
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Step 3: Choose a Theme
Step 4: Choose your website domain. This is the address where people will find
your website online.
Step 5: add a title to your site.
Step 6: Add the following new pages to your site: Home page, Profile page,
Observation tasks, Lesson plans, Reflections, Journals, Assessments and
Evaluations and Artifacts/ Photos.
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v. (Standards: ISTEC 3f, 3g)
10:50 am – 11:00 am Coffee break
11:05 am – 12:00 pm / LO3: Fill out the content in the pages (Part 2)
Participant are to create their own profile, build up their CV, put in the materials
they already have and created and put in the online course. Add in materials as
much as they have.
Follow up sessions
I would create a model portfolio for my workshop and have my participants register
and create pages based on the model, then demonstrate how to add content to
pages. Before that, have a discussion about the purpose of the portfolio and what
evidence they should include; after they have some understanding of the portfolio,
go into more detail about how to provide evidence of their skills and competencies,
and how to post reflections on the blog page. I will need to continue to support them
after the session; I might create a Black Board course or another place where
participants can share their work with me and their peers and get help (MKO).
Assessment Methods:
Formative assessment: assignments and marking rubric for each content area.
Progressive online course, clinics and individual consultations.
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Summative assessment: final submission and marking rubric for the whole
portfolio.
Evidence:
LO4: Publish their Weebly site
Published Students’ EPortfolios with all the requirements.
Samples artifacts that will be the result planned workshop activities
Here is a sample from a previous course : http://h00298034.weebly.com/
Evaluation:
This could be done in three ways;
Option 1: a link to a survey with the following questions
If you have fully completed your eportfolio please give us your honest
feedback by answering the following questions.
v. Please type your name.

v. Please type your HCT email address

v. Please send us the website address/URL of your Weebly eportfolio

v. How long did it take you to complete the eportfolio in total?
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Less than 30 minutes
Between 30 mintues to 1 hour
Between 1 to 2 hours
Between 2 to 3 hours
More than 3 hours

v. Was the training session arranged in a clear and logical way?

Absolutely yes
Mostly yes
Neither yes nor no
Mostly no
Absolutely no

v. Was the information in the training session easily understandable? (such as
the English level, vocabulary used, technical language etc.)

Absolutely yes
Mostly yes
Neither yes nor no
Mostly no
Absolutely no

v. How much fun and enjoyable was this workshop to do?

Extremely
Very
Moderately
Slightly
Not at all

v. How much did you learn from this workshop in terms of knowledge, concepts
and skills ?
A lot
Some
Not much

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v. Please rate the overall difficulty of the training session.

Very difficult
Difficult
Neither easy or difficult
Easy
Very easy

v. Rate your level of confidence with the new skills acquired from this
training session.

Completely confident
Somewhat confident
No confidence

v. Rate the usefulness of this training session.

Excellent
Good
Fair
Poor

v. What was the best thing about this training session?

v. What was the worst thing about this training session?

v. Do you have any ideas how we could further improve this training session?

Option 2: a link to a poll for participant to write their feedback
Option 3: ask participants for feedback at the end of the session
using small slips or postit notes.
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Post Workshop Plan:
If participants managed to build the portfolio as required in the beginner phase,
then we can have a follow up and they can move in to the other levels (intermediate
and advanced). For example; participants can add the following to their portfolio:
Evidence for instance for Skills, Knowledge and Competencies pages. Those
pages would include; Planning, Teaching, Assessment, Environment, Method,
Theory, Technologies, Evaluation, of any teaching and learning resources they
have been using in the Education department and in their practicum.
Reflection on Professional Development Workshop Plan:
Introduction
Research suggests that effective professional development is continuous,
collaborative, and connected to practice; it focuses on student learning and is
aligned with school improvement goals. To transform education it is necessary for
teachers to be appropriately equipped to meet the evolving challenges and needs
in higher education.
A teacher is the most important element in the learning and teaching process, and
he/she is the one who creates and provides the appropriate educational
environment to enable the learner to achieve the educational goals. In order for the
teacher to be able to achieve these goals, he/she must be prepared and qualified
to enhance his/her performance and competencies (Bell, 2005). Professional
Development workshops should prepare the teachers to attain a high level of
performance in their profession to be able to encourage the students to be
motivated to learn.
The Process of Initiating the PD
1. Involving participants in the planning
In my approach, I will utilize the following methods to develop this Proposal. I have
involved my participants directly to the learning process and the creation of PD
workshop as it highly linked to their interest and course outcomes. As Kwo (2005,
p. 292) and Jackson (1992, P. 66) suggested that PD might work best when the
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participants are respected and acknowledged as professionals to the extent that
they begin selfdirected approach and believing in their capacity. Teachers are
professionals who are capable of initiating and maintaining their own development
in response to their specific needs (Clark 1992, p. 80). They are active and
knowledgeable and able to learn (Hargreaves & Fullen,
1992). We should also let them work together as the concept of more
knowledgably other works wonder in PD’s.
2. PD on Action
In my proposal, in the action plan I was thinking of creating a model portfolio for the
workshop and have my participants register and create pages based on the
model, then demonstrate how to add content to pages. Before that, have a
discussion about the purpose of the portfolio and what evidence they should
include; after they have some understanding of the portfolio, go into more detail
about how to provide evidence of their skills and competencies, and how to post
reflections on the blog page. This would be moving from beginner level where my
participants started to an intermediate/advanced level. The PD will need to
continue to support them after the session; therefore I was thinking of having a
Black Board Course or another place where they can share their work with me and
their peers and get help. This would be in favor of the More Knowledgeable Other
(MKO) approach.
3. Continuous and Ongoing PD
This proposal is a kind of a long term proposal that doesn't end on one workshop,
rather continuous for a time up to at least two months. This is because an effective
change doesn’t happen overnight, it takes time and effort. So this workshop
applied in the community and being supported by the community; where teachers
get some particular training with their particular needs and their students’ needs;
which they said they had the need for initially, it was selfdirected. Wenger (1998,
p. 47), suggests that “professional practice is a social process that is constructed
in communities”. His perspective here is supported by a growing body of research
suggesting that the entire community should be involved in the change or else the
change might not work (Clemans & Berry & Loughran, 2010 and Kwo, 2005 and
Thomas & Beauchamp, 2011 and Thomas & Beachamp, 2009).
This proposal takes into account the educators, the learners, the curriculum and the
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context in which it the proposed activity would be conducted. The context of the
professional development, the importance of its personal experience for the
participants and the role of praxioloxical approach to enable professional self
development is all a significant part to be taken into consideration while planning
for PD (Raymond & Butt & Townsend 1992, p. 154). This proposal encourages
collaboration within participants and others in other communities. In our particular
case those eportfolios could be shared with other students from other campuses,
as it is an essential part in achieving a sense of professional development.
Professional development is evaluated through selfreflection or teacherinitiated
investigation of teaching practice (Beattie 1995; Richards &Lockhart, 1996).
Another aspect that can enhance this proposal is to get discussion boards and
forums for participants; to continue as part of the teachers learning community.
Senge (1990, p. 19), refers to the concept of lifelong learning and the learning
organization. Hunzicker (2011, p. 178), emphasizes that a two days workshops
can be reinforced and become more effective through written reflections or teacher
discussion groups throughout the year. At the end we will have a bigger workshop
like teachers conference. Artifacts and information from the results will be
presented of students’ teachers’ performance, teaching and learning progressive
at the schools.
4. PD Program Evaluation
Any professional development needs to be evaluated to get success. Evaluation of
a professional development workshop has two important goals: to improve the
quality of the workshop, and to determine its overall effectiveness. Furthermore, all
compound and presented in one summary report put together by the facilitators.
Teachers therefore can share their success at the annual conferences. Or at the
end of an academic year, they can get feedback on how things went. As Hager and
Boud, (2012, p. 18) proposed that, real PD cannot be PD because of the
metaphors that describe PD. Supported by Timperley and Lee (2008, p.342); they
concur; for it to be an effective PD it has to accurately produce professional
development and the proof to the PD is in the outcomes.
At the end of the academic year all teachers could come together to the
conference to check how the PD sessions went. The findings of the outcomes
include the participants participation and production of the eportfolios could be
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demonstrated. This proposal is applied on an entire year one level in the Education
department. The entire department can be involved in it, thus in the Annual
Conference participants will be sharing their final eportfolios and report the
improvement of their performance.
According to Carpenter and Bryen and Wenger (2008, p.47), suggesting that the
whole society and whole community grows, and thinking of real change
transformational change going beyond receiving but changing and improving the
community. “When professional development is supportive, job embedded,
instructionally focused, collaborative and ongoing, teachers are more likely to
consider it relevant and authentic, which is more likely to result in teacher learning
and improved teaching practice” (Hunzicker 2011, p. 178).
Conclusion
The proposal presented is a continuous workshop that lasts more than one
session. This proposal has provided a meaningful professional development that
addressed the needs of the learners and teachers and was initiated and
developed by the change agents themselves (students’ teachers). It encountered
all the best practices in professional development. This proposal supports the
lifelong learning and the outcomes of it is being evaluated at the end of the plan.
Because of the design of this proposal; we might see more interaction and more
participation by students’ teachers as it might lead to it by the nature it was put
together. This might lead to healthier students’ teachers, less stressed, therefore
their potentials to transfer this energy to their learners might increase. Happy
teachers mean happy learners.
File Attachments:
1. PD workshop plan.pdf (See appendix)
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Professional Development Plan Statement
A statement of the needs in the learning environment and an indication of how the needs were established.
(Standards: ISTE 4a)

The purpose of this workshop is to help beginner participant to create and
showcase an EPortfolio which contains information about the setting,
observational tasks, reflections, school journals, lesson plans, artifact photos
and additional section for other core courses. This EPortfolio will help
learners to demonstrate and evidence their skills, efforts and achievement
during their teaching practice. This would be in line with their course learning
outcomes (1,2,3,4,5). Since my participants are in their first year in Education
specialization, I thought of preparing this PD sessions and deliver it to their
needs. All of the Education students are required to prepare an Eportfolio
every semester after they are done with their practicum; starting from their
first year until their graduation year. I wanted to show my participants the main
features of how to create an eportfolio from scratch.
An agenda outlining planned activities during the workshop.
1. Introduction
a. Mini discussion about students background knowledge about eportfolios and using
weebly
b. Gauge participants’ readiness through survey.
c. Introduce the workshop and mention its importance
d. Use the course outline to summarize specific teaching goals that can be achieved through
using weebly to create the eportfolio.

Rational

I have involved my participants directly to the learning process and the creation of PD workshop as it
highly linked to their interest and course outcomes. As Kwo (2005, p. 292) and Jackson (1992, P. 66)
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suggested that PD might work best when the participants are respected and acknowledged as
professionals to the extent that they begin selfdirected approach and believing in their capacity.
Teachers are professionals who are capable of initiating and maintaining their own development in
response to their specific needs (Clark 1992, p. 80). They are active and knowledgeable and able to
learn (Hargreaves & Fullen,1992). We should also let them work together as the concept of more
knowledgably other works wonder in PD’s.
Gauge teachers' readiness: Giving participants a survey to see what they know about a professional
development topic, and how skilled they consider themselves in that area. This is a type of
differentiation in professional development workshops. While I already know and have sense of this
by knowing my student in my department. By getting feedback from my participants I will be able to
tailor the PD session to meet their needs, designing smaller group sessions with flexible groupings to
instruct participants at their varying readiness levels. More experienced participants can get together
to problem solve difficulties they might be having, or compare and share with other participants this
way we can make sure that all of readiness levels are engaged. Another differentiation used in this
PD is that this PD utilize participants’ interests, as this PD is highly linked to their learning needs.
2. Workshop Presentation

a. Ask participants to take out their Ipads, PCs or mobile devices
b. I will go with the participants step by step through the session, I’ll model first and they shall apply
right after me.
c. Ask learners to type the weebly website
d. Ask them to create an account
3. Model Teaching

a. Select “site” for the “focus of your site”
b. Get participants involved, and let the experienced one teach other smaller groups
c. Choose a Theme
d. Choose your website domain. This is the address where people will find your website online.
e. Add a title to your site.
f. Add the following new pages to your site: Home page, Profile page, Observation tasks,
Lesson plans, Reflections, Journals, Assessments and Evaluations and Artifacts/ Photos.

Rational Get Teachers Involved.
In the classroom, we often have stronger students help their struggling peers. In this PD session I will allow
participants that have skills or experience to run smaller group sessions. It provides leadership opportunities for
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them and develops a sense of ownership over the college improvement process. Also, sometimes participants at the
same age and level are more open to listening to someone in a similar position to themselves than they are in taking
directives from an administrator and in this case the trainer. In the example from above, participants who have
already worked with weebly and have an ideas about creating an eportfolio could run smaller breakout sessions
with their peers. Here, they could provide examples of how they have implemented the content into their instruction.
4. Coffee break

5. Web content

a. Fill out the content in the pages
b. Create their own profile, build up their CV, put in the materials they already have and created
and put in the online course. Add in materials as much as they have.

Rational Provide opportunities for continual assessment.
One of my irritations of PD is that often, after it's given once or twice, there's never a followup, so many
participants and teachers never bother to implement these practices. Provide time for teachers to discuss and reflect
on how they are incorporating the given area of development into their classroom practice. Have opportunities for
feedback, allow teachers to set goals, provide continuous support, and assess progress toward the goals they've
set. Only when we make follow through and action a priority we will see real results. If professional development is
about educators' growth and improving our institutions, then why can't we improve the process itself?
6. Follow up sessions

a. Online Blackboard course
b. Sample eportfolio using weebly tool
c. Clinics and individual consultation

Rational PD on Action
I would create a model portfolio for my workshop and have my participants register and create pages
based on the model, then demonstrate how to add content to pages. Before that, have a discussion
about the purpose of the portfolio and what evidence they should include; after they have some
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understanding of the portfolio, go into more detail about how to provide evidence of their skills and
competencies, and how to post reflections on the blog page. I will need to continue to support them
after the session; I might create a Black Board course or another place where participants can share
their work with me and their peers and get help as per the more knowledgable other theory (MKO).
Rational Continuous and Ongoing PD (Standards: ISTEC 1d, 2a, 4c, 6b)

This proposal is a kind of a long term proposal that doesn't end on one workshop, rather continuous
for a time up to at least two months. This is because an effective change doesn’t happen overnight, it
takes time and effort. So this workshop applied in the community and being supported by the
community; where teachers get some particular training with their particular needs and their students’
needs; which they said they had the need for initially, it was selfdirected. Wenger (1998, p. 47),
suggests that “professional practice is a social process that is constructed in communities”. His
perspective here is supported by a growing body of research suggesting that the entire community
should be involved in the change or else the change might not work (Clemans & Berry & Loughran,
2010 and Kwo, 2005 and Thomas & Beauchamp, 2011 and Thomas & Beachamp, 2009).
This proposal takes into account the educators, the learners, the curriculum and the context in which it
the proposed activity would be conducted. The context of the professional development, the
importance of its personal experience for the participants and the role of praxioloxical approach to
enable professional selfdevelopment is all a significant part to be taken into consideration while
planning for PD (Raymond & Butt & Townsend 1992, p. 154). This proposal encourages collaboration
within participants and others in other communities. In our particular case those eportfolios could be
shared with other students from other campuses, as it is an essential part in achieving a sense of
professional development. Professional development is evaluated through selfreflection or teacher
initiated investigation of teaching practice (Beattie 1995; Richards &Lockhart, 1996).
Another aspect that can enhance this proposal is to get discussion boards and forums for
participants; to continue as part of the teachers learning community. Senge (1990, p. 19), refers to the
concept of lifelong learning and the learning organization. Hunzicker (2011, p. 178), emphasizes that
a two days workshops can be reinforced and become more effective through written reflections or
teacher discussion groups throughout the year. At the end we will have a bigger workshop like
teachers conference. Artifacts and information from the results will be presented of students’
teachers’ performance, teaching and learning progressive at the schools.
7. Assessment (Standards: ISTE 4b)

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a. Formative assessment: assignments and marking rubric for each content area. Progressive
online course, clinics and individual consultations.
b. Summative assessment: final submission and marking rubric for the whole portfolio.
8. Evaluation

a. Option 1: a link to a survey with the following questions
b. Option 2: a link to a poll for participant to write their feedback
c. Option 3: ask participants for feedback at the end of the session using small slips or postit
notes.

Rational PD Program Evaluation (Standards: ISTE 4c)

Any professional development needs to be evaluated to get success. Evaluation of a professional
development workshop has two important goals: to improve the quality of the workshop, and to
determine its overall effectiveness. Furthermore, all compound and presented in one summary report
put together by the facilitators. Teachers therefore can share their success at the annual conferences.
Or at the end of an academic year, they can get feedback on how things went. As Hager and Boud,
(2012, p. 18) proposed that, real PD cannot be PD because of the metaphors that describe PD.
Supported by Timperley and Lee (2008, p.342); they concur; for it to be an effective PD it has to
accurately produce professional development and the proof to the PD is in the outcomes.
At the end of the academic year all teachers could come together to the conference to check how the
PD sessions went. The findings of the outcomes include the participants’ participation and production
of the eportfolios could be demonstrated. This proposal is applied on an entire year one level in the
Education department. The entire department can be involved in it, thus in the Annual Conference
participants will be sharing their final eportfolios and report the improvement of their performance.
According to Carpenter and Bryen and Wenger (2008, p.47), suggesting that the whole society and
whole community grows, and thinking of real change transformational change going beyond receiving
but changing and improving the community. “When professional development is supportive, job
embedded, instructionally focused, collaborative and ongoing, teachers are more likely to consider it
relevant and authentic, which is more likely to result in teacher learning and improved teaching
practice” (Hunzicker 2011, p. 178).
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A workshop description including an articulation of the organization mission and/or
vision and how the workshop is consistent with the mission or vision. (Standards:
ISTE 1a, 2a, 4b, 3c).

This workshop introduces to the participants and easy way to use weebly to create an eportfolio. The
eportfolio aims at showcasing students’ work that they have gathered and done in their practicum.
The Higher Colleges of Technology promotes the use of technology in teaching and assessment. Part
of the education department assessment plan for the teaching practice, is for students to create an e
portfolio. So I have decided to create and deliver this workshop that supports HCT mission and
vision.
Our division vision is by 2020, the HCT Division of Education will be recognised as delivering the most internationally
connected practicum based programmes in the region resulting in the most sought after graduates throughout the
UAE. And our mission is dedicated to producing future innovative educators who can act as agents of change by bringing
experience of new methodologies and paradigms in order to transform the delivery of instruction. Through our
internationally certified curriculum which has teaching practicum and learning by doing action research as its
cornerstones, we ensure our graduates are highly qualified, employable, reflective practitioners who have the knowledge
and ability to apply theory and use best practice within their own particular context. And what a better way for those
young future teachers to evidence their progress and show their competent rather than creating an eportfolio that shall
demonstrate all their progress.
This workshop therefore aims to introduce participants to Weebly site and how they can start building
their portfolio using it. Thought the workshop participants will be offered various activities to insure
that the high standards and contemporary educational experiences are in consistence with the
mission of the college and department; also offer support and learning services to participants using
technology.

File Attachments:
1. A statement of PD.pdf (See appendix)
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References
Bibliography

Beattie, M 1995, New prospects for teacher education: Narrative ways of knowing
teaching and teacher learning, Educational Research, 37(1), 5370.
Bryan, H & Carpenter, C 2008, Mentoring: a practice developed in
community?, Journal of InService Education, 34:1, 4759
Clark, C 1992, ‘Teachers as designers in selfdirected professional
development’, in A Hagreaves & M Fullan (eds), Understanding
teachers development, Teachers College Press, N.Y., pp. 7584.
Clemans, A & Berry, A & Loughran, J 2010, Lost and found in
transition: the professional journey of teacher educators,
Professional Development in Education Vol. 36, Nos. 1–2, pp.
211–228
Boud, D & Hager, P 2012, Rethinking continuing professional
development through changing metaphors and location in
professional practices, Studies in Continuing Education, 34:1, 17
30,
Hargreaves, A & Fullen, M (eds) 1992, Understanding teacher
development, Teachers College Press, N.Y.
Hunzicker, J 2011 ‘Effective professional development for teachers: a checklist,
Professional Development in Education, 37:2, 177179
Jackson, P 1992, ‘Helping teachers develop’ , in A Hagreaves & M
Fullan (eds), Understanding teachers development, Teachers
College Press, N.Y., pp. 6274.
Kwo , O, W.Y 2005, Understanding the awakening spirit of a
Professional teaching force International Journal of Educational
Research 41; 292–306
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Raymond, D & Butt, R & Townsend, D 1992, ‘Contexts for teacher
development: insights from teachers’ stories’ , in A Hagreaves &
M Fullan (eds), Understanding teachers development, Teachers
College Press, N.Y., pp. 14361.
Richards, J, C & Lockhart, C 1996, ‘Reflective teaching in second
language classrooms, Cambridge, UK, Cambridge University
Press.
Senge, P 1990, The fifth discipline: the art and practice of the learning
organization, Random House, Milsons Point, NSW.
Beauchamp, C & Thomas, L 2009, Understanding teacher identity: an overview of
issues in the literature and implications for teacher education, Cambridge Journal of Education, 39:2, 175
189
Beauchamp, C. &Thomas, L 2011 New teachers’ identity shifts at the
boundary of teacher education and initial practice. International
Journal of Educational Research, 50, 613
Timperley, H 2008, Reframing Teacher Professional Learning: An
Alternative Policy Approach to Strengthening Valued Outcomes
for Diverse Learners: Review of Research in Education; Vol. 32,
pp. 328–369
Winger, E 1999, extracts from Communities of practice: learning,
meaning and identity, Cambridge University Press, pp. 7285,
2879, 3067.
File Attachments:
1. Bibliography.pdf (See appendix)
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Reflection Papers
Reflection paper 1
Vision Leadership

Part A

Higher Colleges of Technology Mission Statement
The Higher Colleges of Technology is dedicated to the delivery of applied and vocationally focused
programmes that achieve national and international standards at the Diploma, Bachelors and
Masters levels. Delivered through excellent instruction based on ‘learning by doing’ and in a
technologyrich environment, supported by applied research, HCT programmes are designed to meet
the employment needs of the UAE and support Emirati students in becoming innovative and work
ready.
The Higher Colleges of Technology visions to be recognized as the best applied higher education
institution in the United Arab Emirates, producing knowledgeable, innovative and skilled Emirati
graduates that support the nation in pursuit of excellence.
Description of HCT Environment
The Higher Colleges of Technology constitute a federal independent academic corporate body for
higher education established under Federal Law No. 2 of 1988 and later reorganized under Federal
Law no. 17 of 1998. Under the authority of Federal Law no. 17, the HCT confers degrees at the
Master’s, Bachelor and Applied Diploma levels.
The HCT operates as a system of 17 separate campuses for male and female students in urban and
rural locations in five emirates. The headquarters are located in the city of Abu Dhabi.The system of
the Higher Colleges of Technology (HCT) is a community of more than 23,000 students and 2,000
staff based on 17 modern, technologyenhanced campuses in Abu Dhabi, Al Ain, Dubai, Fujairah,
Madinat Zayed, Ras Al Khaimah, Ruwais and Sharjah, making it the largest higher education
institution in the UAE.
Founded in 1988 by Federal Decree the HCT has developed rapidly where it has a wellrespected
reputation for innovative and handson, workplace relevant teaching and learning methodologies,
which are based on practical, experiential learning.
HCT offers many different, workrelevant, Englishtaught programmes in Applied Communication,
Business, Computer & Information Science, Engineering Technology & Science, Health Sciences
and Education at various levels. All programmes are designed in consultation with business and
industry leaders to ensure the students’ skills are jobrelevant and to the highest standards.
Students learn in a technologically sophisticated, elearning environment that encourages
development of independent and lifelong learning skills. HCT graduates are eagerly sought by
employers as they are capable of operating effectively in today’s global business environment. Over
60,000 academic credentials have been awarded to its graduates since 1991.The HCT has
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established dynamic relationships with UAE companies and organizations and the world’s leading
universities and organizations.
The HCT is governed by a Governing Council which includes the Chancellor, H.E. Mohammad Omran
Al Shamsi, who replaced H.E. Sheikh Nahayan Mabarak Al Nahayan, Minister of Culture, Youth and
Community Development in April 2013, the Vice Chancellor Dr Abdullatif Al Shamsi and other
qualified and experienced members from various sectors in the UAE, appointed by the Cabinet on
the recommendation of the Chancellor. The Chancellor is the legal representative of the HCT system.
The Vice Chancellor is responsible for the management of the HCT and the implementation of its
regulations and resolutions. Deputy Vice Chancellors for Academic Affairs, Administration, Campus
Operations and Strategy, Communications and Partnerships have been respectively appointed to
lead HCT’s academic and administrative departments.
Each of the core programme Divisions, is led by an Executive Dean, who ensures that, on an
academic basis, all courses offered in the respective programmes are operating satisfactorily and
provide students with optimal learning experiences. The Executive Deans work closely with the
respective College Directors, who are responsible for the daytoday operation of the colleges.
From the institution main mission and vision each department has driven its unique vision and mission in line with the
main institution goals and therefore, each employee set their personal and professional goals inspired from the institution
therefore the department goals.
I am working in the Education Department in Ras Al Khaimah Women’s College. Our division vision is by 2020, the HCT
Division of Education will be recognised as delivering the most internationally connected practicum based programmes in
the region resulting in the most sought after graduates throughout the UAE. And our mission is dedicated to producing
future innovative educators who can act as agents of change by bringing experience of new methodologies and
paradigms in order to transform the delivery of instruction. Through our internationally certified curriculum which has
teaching practicum and learning by doing action research as its cornerstones, we ensure our graduates are highly
qualified, employable, reflective practitioners who have the knowledge and ability to apply theory and use best
practice within their own particular context.
HCT Teaching and Learning
In the Education department we are preparing today's teachers for tomorrow's schools. In respect to
teaching and learning for students education students practice the knowledge and skills in actual
classroom situations with intensive practicum placements each semester. This handson approach to
learning gives students the teaching skills they need to excel in their future careers as educators, and
ensures they are “ready to teach” as graduates. We combine both the theoretical and practicum
components in their learning phase. Eventually, education graduates work in a wide range of
educational settings across the UAE. With a willingness to embrace change, they are making strong
contributions to continuous quality improvement in education, and are helping lead in the development
of the nation.
As for the faculty the Teaching and Learning Department in HCT consists of four teams –
Professional Development and Practice, Curriculum Development, Educational Technology and
Library Technical Services. Together these teams provide support for HCT’s pursuit of academic
excellence in the following areas: Providing a comprehensive range of professional development
opportunities that focus on the student learning experience; Curriculum system management,
including supporting training, design and development; Cocreation of educational resources and the
training of faculty in the effective use of a wide range of educational technologies; and Managing and
maintaining all Library systems to ensure that students and faculty have access to resources and
training they need to support learning and teaching.
The Teaching and Learning Department also provides: Extensive professional development for new
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Emirati faculty, including guiding and supporting the HCT HADEF Mentoring programme; Advice and
support for the scholarship of teaching and learning; and Input and assistance by initiating and
contributing to a wide variety of educational initiatives including the eTextbook management, the
academic catalogue, and active support and advice for ensuring academic quality at HCT. Personally
I believe for people to develop professionally they need to meet the transformative competencies,
which essentially meet the evolving challenges and the needs of the organization. We need to think
about transferring ourselves for us to help our students being transformative. In the UAE context,
colleges and universities are trying to meet the needs of their organization, they provide some
meaningful PDs to their employees in order to develop the organization. It is up to the individual to
decide on the lifelong learning when it comes to professional development. HCT used to have the
flexibility and range of PDs available to all its staff and faculties, but with the new vision of 2.0 faculty
are only allowed to attend certain PD from certain countries. We also have in house training and
conferences’ at the begging of the year or every semester. For the PDs to be meaningful and
effective to the employee must have a commitment to personal professional development. The types
of PD that can be very effective are the Institution driven; employer driven; qualification driven
and selfdriven.
Challenges of Teaching and Learning
In the Education Department and in HCT as a whole we face several challenges with respect to
students and other stakeholders affecting them. With respect to challenges in teaching and learning,
first of all the students’ population that we get in the Education. With respect to the preparations from
high school and running in English. Some of the material that we asks students to read they don’t
understand them. So we need to teach them to access it try to read the article with them and interpret
it for them. The challenge is understanding the different wide gap between academic content we want
the students to be at and the one students come with.
We also face the challenge for students to get band 6.0 in IELTS, and if they are struggling with that
most of them, which means that the problem for what we are trying to do is to have a constructivist
methodology and critical learning we need more preparation before we get them to do it in college
level.
Another challenge is placing student in the schools. Every year we face some really tough challenges
when we send students to their practicum and they need to negotiate the schools. For example one of
the recent incident in the department is that we prep the students to teach math and science at
primary level and when they go to the schools they don’t get to practice that. As it is taught in Arabic.
And students can set themselves accordingly as the concept taught in Arabic differently. The concept
is taught and students follow it and that’s the end of the story. The labs are not prepared well in Ras Al
Khaimah Schools and sometimes they teach English classes in Arabic.

Part B

Uses of Technology in a Digital Age
In the Higher Colleges of Technology the department of Educational Technology at Central Services collaborates with
faculty, staff and students in order to explore ways that educational technology can support the College’s mission,
enhance program outcomes, and foster student engagement. Some of the services offered at HCT is the digital content
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development, teaching & learning application development and deployment, instructional design, professional
development in Educational Technology as well as advice on technology integration. HCT accomplish these objectives
through information dissemination; project management; leading workshops and training; educational technology
recommendations and; research and evaluation of novel technologies; contribution to and collaboration with academic
intellectual organizations; and creation of a dynamic teaching and learning community that fosters innovative use of
technology in education.
The Higher Colleges of Technology is ready and determined to lead the education sector into the journey of change and
transformation to a brighter and ambitious future for the young UAE nationals. HCT shall endeavor to provide them with
first class higher education leveraging advanced technological tools, smart facilities capable to harness innovation and
invention. The Information Systems & Technology Department plays an integral role in making this change a reality not
just by bridging the gap between IT and business of education but be a fundamental driver to it success.
Education is a process of living and not a preparation for future living. Schools, therefore, must
represent present life. Life as real and vital to all learners as that he/she no longer overwhelmed by
multiplicity of activities. Technology has reached a level of personalization that has enhanced just
about every moment in our lives. Schools, for the most about, has embraced this level of
personalization which have had a tremendous impact on the lives of all stakeholders including
students, teachers, and administrators.
According to Benjamin Herold of Education Week, there is a booming Edtech industry vying for a
piece of an 8 billionplus yearly market of hardware and software. The options are overwhelming, so
where does one begin? Below are some of the technologies that have been used throughout schools
to support teaching learning and I choose those tools because now in the Education department we
have science and Math courses that I found unique and instead of the traditional teaching method,
below are some of the tech tools that would greatly facilitate the process.
Document Camera
This piece of technology has totally replaced the outdated overhead projector which was used for
presentation by printing slides on transparency sheets. One can easily understand how the overhead
projector became obsolete since one was limited to using only transparency films. The document
camera has allowed teachers to display just about everything including images, labs, student works
that don’t require to be printed on a transparency film. Most document cameras can be connected
directly to the digital protector to provide more functionalities such as recording audio, video, and
taking pictures. However, these functionalities can appear complicated to a novice which is why most
teachers are hesitant to use this piece of technology.
Probeware
An excellent classroom requires students to problem solve, collecting data, analyzing data and more.
However, there are certain data which requires a level of sophistication which are unattainable using
just the five senses. The probeware makes it easier to measure pH, dissolved oxygen, speed of a
moving objects, pressure, electric current and more. The probeware is more suitable for older
students and specifically designed for the math and science classes. Possible challenges using this
piece of technology is the maintenance. They tend to break down easily which can be a burden on a
school’s budget.
Student Response System (Clickers)
Most educators understand that effective teaching involves formative assessment which leads to
differentiation and remediation. Differentiating a lesson requires the practitioner to understand what
the learner knows through these formative assessments. However, grading and analyzing these
assessments can be time consuming. By entering the questions into this software, the system will
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analyze the response by providing detailed information as it relates to the student’s thought process
seconds after the students complete the assessment. These assessments can be used as a pre and
post tests. The software accepts questions from all levels of Bloom’s Taxonomy. As a result, the
analysis of these applications and critical thinking types of questioning can be overwhelming.
Teachers have experienced difficulties in analyzing the information provided for these types of
questions in a useful way to address the needs of the students.
LMS Virtual Labs
Accidents are almost inevitable in the science classroom. Some accidents are forgivable where as
some can be fatal. Scientific investigation is the cornerstone of a great science class where problem
solving is at the forefront. These investigations can be dangerous especially when dealing with
younger children. Over the past decade, Virtual Lab software have enable science teachers conduct
investigations they would have deemed too dangerous. However, Virtual lab software’s are not only
for younger children but for adults as well. The LMS virtual labs, in particular, are suitable for
engineering students. Students are able to create 3D models before prior to creating the actual
product. Virtual Labs eliminate some of the fears associated with conducting a live experiment. The
entire lab is done online where there won’t be any chemicals being spilled and no one will mistakenly
inhale any harmful substances. LMS Virtual Lab is in no way should replace live experiments.
However, some teachers have fallen into the trap of using virtual labs as the sole method of
investigations. Live experiments are still the preferred method for exploration in the classroom and
teachers should never lose sight of that fact.
The proliferation of technology has changed the way educators teach, how students learn, and the
way teachers and students communicate. Technology has shaped high schools and college
classrooms around the world. In simple terms, it has made our present life easier.

Hi Good evening, my name is Ebtesam Alzahmi and today I shall present my reflection on the
following questions.
Does a person’s history influence their attitude towards/ behavior in teaching and learning as an
adult?
Sociocultural theory says that it does in general for both pedagogy and andragogy.
What is the influence of culture?
Vygotsky’s sociocultural theory says that the ZPD is crossed by a mentor using language to take the
novice across. Language is a cultural construct; a semiotic.
Culture influences both how one learns and what one learns. Semiotic apprenticeship, collateral
learning, border crossing would also suggest that culture is influential on learning.
Let me share with you another interesting example that could better elaborate this idea. I have been
teaching for a while now and I have noticed a tremendous change with girls,
they are basically, shifting the culture. In the past they used to think differently and limited about their
future. I had several girls in their first year of college all they can
think of is to get married and be house wives. But now when I asked them this semester how many of
them are married and how many of them plan to get married at this year,
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majority of them said no miss, we want to finish the bachelor first, then we want to go for the master
and then find a job and we have time for marriage and the rest.
I was glad to hear that they didn’t limit their plans and future. It was a promising what I heard from
them.
What is society’s role?
I don’t think the society is responsible for helping an adult learn. They’re an adult, the work is their
own. It is their responsibility. No one owes them anything.
It is different with younger learners who are not far along the selfactualization process and may need
more motivation to learn.
Admittedly, many adults are not selfactualized and their learning is not as yet selfdirected. Still, the
work is their own. The work of a university is different from the work of a high school.
Are there any challenges that history, culture and society has had on the construction of your
knowledge?
Today, economic growth is as much a process of knowledge accumulation
as of capital accumulation. History, culture and society are in a constant change; tangled with
each other.

I have a friend who is an advocate for indigenous research and the recognition of a variety of
knowledges because society has an epistemological (Cognitive) system that is a mix of the
indigenous colonized, and the western colonizer’s.
Does learning always have to happen in a formal setting?
Before there were schools or ‘formal’ settings people learnt. They learnt how to hunt, how to
plant, and how to survive in whatever geographic location they were in.
Babies learn to crawl and to walk and to speak. I think that learning is an intrinsic capacity of
the human being; it happens regardless of the setting and often times in spite of us.

File Attachments:
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1. EDIT 603 Reflection paper 1 vision leadership.pdf (See appendix)
2. Reflection 2.pdf (See appendix)
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Appendix
A. meeting_saved_chat.txt (Text)
B. zoom chat feb 17,2016.txt (Text)
C. PD newsletter.pdf (Adobe Acrobat Document)
D. Ebtesam Alzahmi 2016.pdf (Adobe Acrobat Document)
E. EDIT 603 Reflection paper 1 vision leadership.pdf (Adobe
Acrobat Document)
F. Reflection 2.pdf (Adobe Acrobat Document)
G. philosophy.pdf (Adobe Acrobat Document)
H. Digital Literacies.png (PNG (Image))
I. Discussion Thread 3.png (PNG (Image))
J. PD workshop plan.pdf (Adobe Acrobat Document)
K. A statement of PD.pdf (Adobe Acrobat Document)
L. Bibliography.pdf (Adobe Acrobat Document)
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