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HATESL Professional Development Brownbag

5/02/02

Technology and Teaching Portfolios

 

 

Introduction

In todayŐs brownbag, I will talk about possible uses of technology in the development of a teaching portfolio. After briefly highlighting the elements of a complete teaching portfolio, I will discuss different possible types of portfolios. Next, I will focus on electronic portfolios, stressing the advantages of web-based portfolios that integrate current web design technology.

 

Portfolio Elements

  1. Cover letter
  2. Updated resume
  3. Statement of teaching philosophy: include theory and examples of activities
  4. Work samples: videotaped classes, syllabi, tests, original materials, student work
  5. Evaluations from supervisors and students
  6. Letters of recommendation
  7. Awards and certificates
  8. Pictures of classroom activities

 

(from Wolfe-Quintero, K. & Brown, JD. 1998. Teacher Portfolios. TESOL Journal, winter. 24-27)

 

Portfolio Types

  1. Paper-based with videotape

Pluses: easiest to produce, most accessible

Minuses: costly to mail, bulky, timing, may be difficult to read through material

 

  1. Floppy-based with videotape

Pluses: easy to produce, cheaper to mail, accessible

Minuses: can store only 1.44 kb on a disk

 

  1. CD-based

Pluses: cheap to mail, somewhat easy to produce, inexpensive

Minuses: requires cd burner, storage limitations, requires cd reader, less

accessible

 

  1. DVD-based

Pluses: cheap to mail, somewhat easy to produce, large storage capacity

Minuses: requires dvd burner, more expensive to produce, requires dvd reader, more inaccessible

 

  1. Web-based

Pluses: cheapest (free?) to produce, free to send, most user-friendly, fully integrated, technologically advanced, anyone can see it

Minuses: requires more time to produce, requires web connection on both ends

 

Electronic Possibilities

  1. Disc-based portfolio

 

  1. Web-based portfolio

Conventional web technology

-           Dreamweaver/ Front Page

-           Audio and video players

Advanced web technology

-           Flash

Integration

 

Examples of Technology

http://flashkit.com

http://www2.hawaii.edu/~sford

http://www.bobthebuilder.org

 

Making your own Electronic Portfolio

1.      Develop the elements of your portfolio: SLTCC Portfolio Workshops

2.      Check out different web site designs to get ideas for your site

3.      Secure free web space: UH Unix, Roadrunner, Apple, etc.

  1. For site development, plan 10-30 hours from start to finish, depending on goals
  2. Download trial versions of software, depending on your design, or
  3. Use computer lab computers with software already installed
  4. Take tutorials for downloaded software
  5. Build your pages
  6. Upload your material to your web site

 

Conclusion

In the modern, electronic world we now live in, the teaching profession should take full advantage of current trends in technology. By considering the advantages of electronic portfolios, teachers can better present themselves to prospective employers while becoming familiar with the latest, cutting-edge computer technology.

 

 

Sample Items for a Teacher Portfolio

 

1. cover letter (perhaps reflecting on the purposes and organization of the portfolio)

 

2. updated resume (briefly presenting all pertinent facts relevant to teaching background and qualifications), including lists of

 

 

 

3. statement of your teaching philosophy, including discussions of

 

 

 

4. samples of your work, including

 

 

5. selected comments from evaluations or observations of your teaching (along with an explanation of how you interpret these evaluations), including

 

 

6. other items

 

á          letters of recommendation

á          thank-you letters from students or colleagues

á          awards or certificates

á          pictures of classroom activities

á          whatever else best represents your professional abilities and accomplishments

 

(from Wolfe-Quintero, K. & Brown, JD. 1998. Teacher Portfolios. TESOL Journal, winter. 24-27)

 

 

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contents (c) 2002 Shawn Ford/ Webb-Ed Press
sford@hawaii.edu