Links
Below are three examples of the sorts of reflections that we are looking for. They succeed because they link the writer's specific experience in the program (an artifact) to an overall program outcome. Again, you will be responsible for producing TEN of these sorts of reflections and including them in your professional portfolio. The grading rubric for the artifact/outcomes reflections is as follows:
Outstanding reflection
The student provides multiple pieces of evidence for the claim via storytelling, concrete examples, and references to their own work and/or the work of others.
Average reflection
The student provides a single example of evidence for the claim, of the types mentioned above.
Poor reflection
The student provides no examples of evidence that they have addressed the claim.
Link to paper on Digital Divide from Fall 2005 (This would be a "hot" link to the paper)
This paper evidences my ability to incorporate awareness of cultural diversity in the educational activities that I'm involved in (G1-7). In the paper, I compared the technology infusion in three different classrooms I've taught in on Long Island. I make a comparison of the resources and staffing at each of these institutions, and link those observations to scholarly research findings that I uncovered in journals (HM6). Writing the paper opened my eyes to the discrepancies that Long Island students and educators face while doing their jobs. Since producing this work, I've continued to "tag" articles in delcious that I've uncovered relating to the digital divide, and I've begun participating in informal discussions with colleagues at my school about how this divide might be addressed (TL). One concrete idea that I have is to produce a website that charts technology expenditures across districts in Long Island, and compare that data to socio-economic status of the student population (G1-11, G2-4).
Link to Flash project from Spring 2006 (a "hot" link to a student's technology page in the portfolio)
The work that I did on the Flash project this semester truly speaks to my being an autonomous, self-efficacious learner (G1-4). I am proud of the independent learning that I did - as well as the collaborative work that I did - in order to complete this project (G2-1,PM). Specifically, I spend over 60 hours developing the project, using resources that my mentors exposed me to during class.
The work on linking up flash animations with keyboard input was not specifically addressed in class - so I needed to learn this on my own. I purchased a book, and became very familiar with an online Flash users group that supported my learning. I am also proud of the fact that I've recently been able to answer questions on that online group that have been written by newcomers to Flash (G2-2).
Link to final collaboration website ( a "hot" link to the actual group collaboration)
My collaboration work is an excellent example of my ability to work with other people (G2-1). Over the last two years, I gained outstanding skill at communicating technical and educational information to colleagues engaged in delivering a common project (G1-10, G2-3). During my first year in the program, I frequently grew frustrated by certain members of my group. I worked with my mentor team to develop strategies for project management, including goal-setting, weekly check-ins, and open communication, that helped me immensely in this area (SL,HM10). As a result, I feel very comfortable working in collaborative development groups, and am eager to carry this experience into my role as an educational technologist at my school (HM15).