Introduction>Purpose
PurposeThe creation of this e-Portfolio capstone project will fulfill three purposes. The obvious purpose is certification. It offers a means to attain a Teacher Qualification Service (TQS) upgrade in British Columbia. By demonstrating my learning through the MET program, I will show my commitment to Standard Seven of the Standards for the Education, Competence and Professional Conduct of Educators in BC, career-long learning as an educator. In addition the project will also fulfill the graduating requirements for a master’s degree.
Second, but most important, it allows me to reflect on my studies in the MET program. E-portfolios are not merely tools for assessment, but also powerful tools for learning (Cambridge, 2001; Labissiere & Reynolds, 2004). The ability to reflect on artifacts and experiences, attributing meaning to them, will allow me to turn information into evidence, and so further my learning (Cambridge, 2001). I will consolidate my learning from individual courses into an integrated understanding of the field, which will ultimately serve to strengthen my practice and contribution as an educator. The third purpose is connected to my main reason for entering this program: to contribute to my profession in the field of educational technology (Standard Eight). I hope that this e-Portfolio will contribute to future MET students (teaching professionals), encourage other teachers to pursue further studies in educational technology, and demonstrate to future employers my commitment to life-long learning, professionalism, and deep reflection. |
AudienceJust as there is more than one purpose for my e-Portfolio, so there is more than one audience. The primary audience of this e-Portfolio is myself. This will enable me to view this capstone project, not as a hoop to be jumped through, but as another knowledge building opportunity among the many that I have engaged in through the MET program.
A second audience would be my instructors, who will be assessing this project, along with fellow classmates who will also contribute to the creation of this e-Portfolio through their feedback. Finally, my hope was that in the future, this e-Portfolio would be viewed by a wider audience of future MET students, employers, and fellow teachers, and be useful to them in some way. This however has happened sooner than I expected through a decision to create a reflection in the form of a letter to the current batch of incoming MET students. By reflecting on what I wished I had known when I began MET, I was able to help new students know what to expect. Although my e-Portfolio was only in the early stages, I decided to open it up to the public, and in particular new MET students so that it could become something interactive and useful right from the beginning. |
References, Links, and Key Resources
Cambridge, B.L. (2001). Electronic portfolios as knowledge builders: Introduction.
http://www.montgomerycollege.edu/Departments/studevgt/onlinsts/Resources/electronic_portfolios_intro.pdf
Labissiere, Y. & Reynolds, C. (Fall, 2004). Using electronic portfolios as pedagogical practice to enhance student learning. Inventio,2(6).
Ministry of Education. (2013). Standards for the education, competence and professional conduct of educators in BC.
http://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx
Cambridge, B.L. (2001). Electronic portfolios as knowledge builders: Introduction.
http://www.montgomerycollege.edu/Departments/studevgt/onlinsts/Resources/electronic_portfolios_intro.pdf
Labissiere, Y. & Reynolds, C. (Fall, 2004). Using electronic portfolios as pedagogical practice to enhance student learning. Inventio,2(6).
Ministry of Education. (2013). Standards for the education, competence and professional conduct of educators in BC.
http://www.bcteacherregulation.ca/Standards/StandardsDevelopment.aspx