Benefits of the ePortfolio

Why is the ePortfolio Important?

My thoughts about why we should use an eportfolio really are summed up nicely in both the web conference and the article “41 Benefits of an ePortfolio.” First I would like to refer to something my professor, Dr. Ybarra, mentioned in a recent web conference about how the ePortfolios are our own and what we need them to be for what we intend to use them for. To extend upon this idea, I would like to refer to personalized learning. The ePortfolio is extremely personalized in that we get to use the COVA model to modify or enhance our portfolios in a way that will help us show off to current and future employers. This will serve as very beneficial to current employers/coworkers because our ePortfolio will contain information that will validate our credibility as technology leaders, but also display proof as to how future employers can trust us enough to possibly hire us. The ePortfolio will show so much more than mere answers to interview questions. It shows our process and product of our progress as edtech leaders which brings me to discuss the article “41 Benefits of an ePortfolio.” I really like how the article split up the idea/benefits into the “process” and the “product.” This immediately made me think of the PBL that my students have been doing this past year. I noticed that the product of the projects sometimes were not as important as the collaboration and research that they did where they were able to really dig into the skills that were presented to them. I also noticed that by my students publishing and presenting their products, they were able to gain confidence thereby making them excited about learning more and getting even better at their English skills.

 

I think it is the same for us in the current Lamar technology leadership program. We will learn more through the process of completing projects, but also reap the benefits of presenting and publishing our product which will help us in our leadership roles! This idea also got me thinking about a recent conversation that I had with a co-worker/employer. She said that as a library media specialist or technology specialist that sometimes our jobs put us on an island where we are sometimes alone. She told me that my new position would be much different than my teaching position where I was able to go next door or to any of my hallway neighbors to shoot out an idea where I was then able to discuss, collaborate, and thereby “process” the idea to modify to make it better. She said that it would be more challenging to “process” ideas with no neighbors or team members on my campus nearby me. I then started thinking about how the ePortfolio can serve as a place for me to “process” my ideas by reflecting in my blog, sharing these ideas with my Lamar cohorts which will then hopefully become part of my ongoing PLN. It will give me a place where I can share my ideas with others in my PLN so that I can get feedback as to what works or what does not work. It will also give me a place to look over the process and progress to really see the strengths of info that I add which will also show me where I need to improve.

I can already see some benefits of what I have done with my ePortfolio so far in that by making the site itself, it allowed me to see the strengths and weaknesses of particular platforms such as Wix, the new Google sites, Weebly, and Wordpress, which I can now pass onto others so I can help weigh the differences between site platforms when other teachers/students are trying to make decisions on what platforms they should use to make a site.

Upon making my learning manifesto, I was able to learn how to make hyperdocs and then in turn was able to pass the learning experience on to my new co-worker. I will also be able to use hyperdocs in my new library media role as I now plan to make cheat sheets for tech tools by using hyperdocs. During a recent interview I had, I was able to share my portfolio and what had been done so far to show them my progress. So again, the ePortfolio is extremely beneficial in having as a product, but the process of making it has been quite insightful! For more information about Hyperdocs, I highly recommend buying this book!

Handbook

This past week I attended the TASLA conference in Austin where we had a presenter that discussed becoming a “Future-Ready Librarian/Educator.” According to the "Future-Ready Initiative," being connected is one of the attributes of really becoming “future-ready” because it allows us to collaborate and learn from others. It is important that as "future-ready" educators, that we recognize the potential of digital tools and align necessary technologies with instructional goals to support teaching and learning. I know in my current and future role as a media specialist, I take a pledge to build thos community relationships that will allow me to remain connected so that I am bringing the best and newest information to the students and school community that serve! The ePortfolio, the blog, and the Social Networking on Twitter for our PLN are all ways that we can collaborate and remain connected so that we can discuss, share, reflect, and stay up on the current technology trends that will help us become or remain “future-ready” for the students and school communities that we serve! With technology rapidly changing, so should our ePortfolios, so that we are bringing our best and newest ideas to the students we are preparing for who knows what kinds of jobs that they will need to be prepared for in the future!

References

41 Benefits of an ePortfolio. (2010, September 30). Retrieved June 14, 2017, from https://kbarnstable.wordpress.com/2010/01/08/41-benefits-of-an-eportfolio/

Professional Learning Networks

PLN’s, Twitter Teaching Communities, & Online Chats

The professional learning networks I am a part of include Twitter, Google Connected Classroom, and one Facebook group called "Encouraging Teachers."

Facebook

The Facebook group can be pretty encouraging but also discouraging if people get on there to vent. Because Facebook allows for characters in the posts, people will tend to write a lot which sometimes leads to griping.

Google Connected Classroom

I typically use Google Connected Classroom on Google Plus to connect with other teachers who might want their classes to do a Google Hangout or blog with mine. Through Google Connected Classroom, I have made connections with English teacher/Edmodo ambassador Kate Baker(also on Twitter) and was able to get Edmodo to kick off about 3-4 years ago in my English department. With Google Connected Classroom, a teacher can find virtual field trips for their students to explore or just collaborate on global projects! To get connected in Google Classroom go to this link: Google Connected Classroom

Twitter

Several years ago, I remember someone talking about how addicted to Twitter he was. I was like "what the heck is Twitter?" It wasn't until 2011 that I created my Twitter account, and the only reason I did, was to see if Will I Am would take and tweet a picture of some of my Anna HS dance students performing at the Superbowl. Unfortunately, his phone lost service during the performance, so he was unable to tweet. Boo!

Another year would go by before I accessed my Twitter account again. I attended a TCTELA convention and the keynote speaker said to make sure to tweet responses or quotes during her presentations and to hashtag #TCTELA. At that point, I didn't know what a "hashtag" was, but I noticed that other tweets had #TCTELA next to them, so I followed along. I remember thinking, "collaborating with all of these other teachers is really cool!"

Another year passed, which brings us to now, and I have to say that Twitter has rejuvenated my passion for educational professional development. I have been using it to connect with hundreds of other teachers and administrators across the state and nation via twitter chats. I have learned so much from these amazing educators. I feel like I participate in professional development that is worth my time every Sunday night from 8-9 when I type in #txeduchat http://txeduchat.com/ or on Tuesday night from 8-9 when I type in #teachwritingchat http://teachwritingchat.org/. There are chats for every subject area! Basically what happens is a host will lead the chat and post about five questions:

For instance, Q1: Describe the importance of creating community within schools.#txedchat

Then I respond: A1: It helps create a healthy work atmosphere for both the Ts and Ss. #txedchat

Q2: How do we create communities within our schools? #txedchat A2: etc...#txedchat (Then you get all of these wonderful ideas from ppl all over the state or nation!)

I remember participating in the chat about belonging to a school community and thinking about how motivating it was just to be a part of a passionate Twitter teacher community, plus I always come away learning about new technology sources, what works and what doesn't work in other school communities!

Twitter is by far my favorite learning network. Some good educators to follow are @alicekeeler, @coolcatteacher, @gcouros, @awelcome, @ShakeUpLearning @TechNinjaTodd, @kevinhoneycutt, and my very own district technology coordinator and my very own district technology coordinator @MindiVandagriff. I think that having a PLN outside of whatever district is important because it allows one to venture outside of their school and district walls to collaborate and learn.Being able to converse in Twitter chats and see others' posts has really transformed my mindset and perspective. I feel like I am constantly learning. Plus if it had not been for Twitter, I would not have ever connected with @jabellpepper who I have been able to do a global collaborative project with this year. He is a pro at making Twitter connections to schedule Google Hangouts/Skypes with which has led to some REALLY cool experiences I have had with my classes talking with professionals.

At EdCamps and Region 10 Tech Con, I have been able to make connections with some other great Twitter Ed Peeps who I now network with. Most of them present at TCEA, TXGOO, etc. which I know are experts at certain tools. I have one connection who I know is an expert in Adobe Spark, so just last week I was able to tweet him asking a question about embedding youtube into Adobe Spark which then helped someone else. Last week, I Twitter messaged a couple of instructional coaches and a director of library services in Garland ISD, a tech director in Tucson ISD, an ELA instructional coach in Richardson ISD, and a teacher at one of the tech schools in Richardson ISD to get advice about the use of tech tools. All of them were happy and even excited to respond and help because they are part of my PLN...I would do the same for them! I find that my PLN not only wants to grow themselves but wants others in their PLN to grow as well. They share a common collaborative spirit of growth mindset! I think that when an educator surrounds themselves with people of this mindset, it makes such a difference in one's attitude.

So if you don't already have a Twitter account, then I encourage you to make one and get connected with other teachers who have the same passion as you do! If you do already have an account, then make sure you follow my Twitter handle aka @tech_ela_burk!

Here is another great article about the role of Twitter in professional development: Teaching the Teachers:The Role of Twitter in Professional Development

Why is it important to get connected?

Because of participating in various PLN’s and connecting to other great educators, discussing what works and what doesn’t work, I have gone from being the teacher who cannot wait for every break to occur with a fixed mindset to the teacher who actually said, "I don't want to go on Thanksgiving break because I am having too much fun with experimenting with new strategies and with what we are doing in class." This last statement is my teacher testimony, honestly! I wouldn't be in this place if it were not for my PLN.

Being connected in the edtech world is a must because this is how we will learn and grow! There are way too many tech tools that come out so if we are all working together, we could save time and get the tips without having to test every new tool out!

TPACK and its Effects

When I watched the video for  Implementing TPACK and read the article for TPACK, I realized that I have already been implementing this approach for years. I didn't realize that there was such an approach though. It definitely makes sense that leaders should be familiar with the TPACK approach. In some districts, there may be a large amount of educators that are still sitting with only pedagogical or content knowledge. Possibly administrators too. If we want teachers to buy into integrating technology, then we must have administrators that model this passion and behavior. We must promote administrative technology leadership. For example, if faculty meetings were organized using the TPACK approach, then teachers could see what is expected of them being modeled by their own leaders which might encourage them to integrate it within their own classrooms.

I really liked the infographic where it showed the four levels of "teacher confidence in technology." First of all, I would like to change the title to "educator confidence in technology" though. The reason is so that it can include administrative leaders in that mix. If administrators are instructional leaders then they need to be practicing this TPACK approach. The second point I wanted to make is that I think that most teachers probably fall in between the Survival and the Mastery level. I believe that once a teacher gets to Mastery level, then they are more likely to quickly move on up to Impact. I feel like that in our digital age, most teachers need to be planning and teaching at the Impact level. I teach in a small district, but I am very lucky because I am a part of an English department where we are at the Innovation Level. Four of the six of us will be presenting in some way(possibly in the digital square) at TCEA 2017 this year. Three of us recently led a PD training where we taught Google Forms for data analysis, Quizlet for scaffolding, vocabulary, and skill retention, and Padlet for application, collaboration, and exit slips.  I feel like by our district allowing us to lead like this has really allowed our entire department to reach an Innovative level in regards to Tech integration. It has been great to have the support from our district leaders.

The TPACK acronym would have been really helpful for me to know about 5 years ago when I first really started experimenting with tech integration. I remember going through phases of focusing more on the "cool" apps and tech tools rather than on "skill-based" tech integration. I had the first pilot one to one on my campus and by the end of that year, I found that I should have started planning with the TEKS on the ground level rather that starting my planning with the Tech Tools at the ground level. When I implemented that pilot program, I didn't really have any direction in regards to laying out a plan of action to incorporate device usage, so I had to research, learn, figure out, experiment, teach kids tech skills all in addition to teaching my content while trying to keep my pedagogy in check. It was challenging! After seeing that I wasn't able to cover all aspects of my curriculum that one year, I realized that having an understanding that technology should be carefully added only after the base TEKS/skills are planned is of the utmost importance.

I feel like I am at the point to where I see technology integration as an instructional strategy. In my eyes, instructional strategies have been embellished and have gotten more engaging by way of tech integration. For example, instead of stopping at making word walls, now you can add a QR code onto the word posters that will link a student to possibly a student-made vine(AV project) where the student is applying the vocabulary word by acting it out or discussing it. And with that integration, one has worked through several stages of Bloom's Taxonomy. 

Another example is now we are scaffolding using various levels of retrieval study methods on Quizlet to help differentiate for students as they study for their vocabulary tests. I'm currently doing a study to see if use of Quizlet raises my student test scores. So far, so good! I am seeing much improvement!

A third and favorite example is how technology has now torn down our classroom walls by allowing us to expand our students' learning around the world with real world connections and collaboration through blogging, Skyping, and Google Hangouts. 

So yes, TPACK is super important to know about if we want to engage our students in today's world and if we want our teachers to grow as well.

Like I said above, TPACK has mostly advantages and is positive because it can take one's instructional strategies to new heights which will in turn be more engaging for all learners. 

As far as disadvantages, as you can see from my thoughts above, I am pretty passionate about incorporating tech with content and pedagogy, but not all teachers are.  I can see that teachers could be resistant to tech integration so this creates a problem. I can also see that sometimes tech integration can provide distractions to students if not taught and practiced properly. Teaching digital citizenship is key to smooth distractions out. I can also see how if integrated too early in lower grades and too much, students could possibly miss out on some key fundamental skills such as spelling, handwriting, sentence writing, and essay writing. So having more of a blended classroom in elementary and middle grades would be key so that we are best preparing the students for secondary level work which then helps prepare students for college prep. 

Social Media Character Analysis

When first starting: My students are super excited and engaged today! They are creating social media character profiles for To Kill a Mockingbird that include character development and analysis of point of view. I can't wait to see their finished products!

Final Update: My students got really into this project! Most made Snapchat profiles on paper. There were a few students who Instagram and Twitter profiles on paper and then linked their paper version to a real digital version by way of QR code! Some students worked together so that their characters could interact on Twitter. 

The actual assignment was as follows:

In chapter 3, Atticus says: 

"First of all," he said, "if you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks.  You never really understand a person until you consider things form his point of view-" Step inside of one of the characters' shoes to understand their point of view. If Boo Radley, Atticus Finch, Scout, or Tom Robinson created a social media profile, what would they post or say? 

Assignment on board:

Some of the finished products:

Performance of a Lifetime makes for proud Anna HS moment

Updated 2021 on the 10 year Anniversary: 

This picture below was taken February 11, 2011 approximately three minutes before the Super Bowl halftime show. The Anna High School Coyettes were at the head of the long line of teams that would soon be a part of the performance of a lifetime. As the Coyettes were waiting to run out into a stadium full of Packers and Steelers fans and in front of the world, I remember thinking "how in the world did we get this opportunity?"

Here is an account of the experience:

It was January 24th around 3:15 and I got a call from one of the iconic names in the drill team industry by the name of Joyce Pennington, CEO of American Dance/Drill Team. I won't ever forget where I was and I'll never forget the conversation. I was in the old Anna High School library, I answered the phone and Joyce said "hey Emily, we have been asked to be in charge of finding dancers from around the area to dance in the Super Bowl halftime show and we need to fill about 15-16 more holes, would you be interested in bringing your team and if so, you need to make sure it's ok with your school district and transportation." Ummm...yeah I'm interested! After that I told administration and then called a special meeting to announce to all Coyettes that they would be dancing along side the Black-eyed Peas. A couple of girls asked "is this a joke?" and another girl literally fell over from feeling faint at my mentioning "performance with the BEP's. Fortunately her friend caught her! 

Pictured Left: Official email from Super Bowl Casting right before the frenzy!

After that meeting, all the events happened very quickly. The Super Bowl foggy euphoria had begun! A quick email from the Super Bowl XLV casting, a registration, many permission forms, contracts, sizing charts had to be signed and completed within hours. 

The "secret" choreography videos were sent to me and all Coyettes who would participate had to be at mandatory practices in my English classroom to learn the routines within 24 hours. We had no dance studio at the time. We just pushed all of the regular desks to the side, opened up the link, and began learning. My drill team officers stayed up at the school with me until late in the night. We had to get the choreography learned quickly if we were going to pull this off! The next morning and early afternoon, the drill team learned and practiced the new choreography. Yup, I had to get a bus and field trip request very quickly because the first of several major "secret" big group practices would take place that very same afternoon. 

During this first big practice, with about 835 other dancers, we learned that Usher and Slash would be the surprise performers who would join the BEPs on stage. I'll never forget the squeals that came from all of the teenage girls when they heard this news. 

After a few local practices, we headed to AT&T stadium for the first BIG practice on the field. I remember walking behind the Coyettes who were all linked arm and arm as they stepped onto the green turf. More squealing! The practices from here on out at the BIG stadium were led by professionals...we are talking an array of hand-selected professional theatrical and technical directors, producers, dancers from around the nation as well as the BEPs choreographer, Fatima Robinson. During rehearsals, there were hardly any breaks and every run through was full out. If a person sat out or got sick and didn't show, they couldn't perform. The show must go on! If dancers didn't complete movements full out, they were called out. This was one of my favorite parts of the experience because the students were being pushed and they couldn't make excuses. They were rehearsing at a professional level. I have always said that because of this rehearsal experience, the practices the rest of the year changed. (This team went on to win two National Awards at contest two months later!)

Not only were the rehearsals challenging, but then came the crazy snow and ice storm! Because of this, I felt like I was on call 24/7 getting email updates or calls from the halftime show staff. We are talking last minute decisions right and left which I then had to relay to my team and their parents immediately. In normal cases, parents and students would've been upset at the last minute calls or emails sent from their director at 2am. However, no one cared and I certainly did not mind doing the extra work because this was an extra special opportunity of a lifetime. 

Pictured above: Coyettes up at school on a snow day waiting to hear from Super Bowl Casting

While all kids in Anna ISD and all other local schools were staying home because school had been cancelled, the Coyettes and I were going up to school, waiting for news if the big rehearsals were still happening, practicing the routines on our own, oh and making snow angels behind the school! The roads were so bad that all of the school buses, for most of the participating districts, opted out of transporting the dancers to Arlington because of liability issues. At one point, the Super Bowl staff decided that they would rent buses to pick up students, but that would mean they would have to travel as far from Arlington to Anna and to Corsicana, so this plan fell through. I remember waiting hours up at school one morning when finally, the Super Bowl staff cancelled one of the dress rehearsal practices which was supposed to take place the Thursday before the big day. They said that if ice melted, we could come the next day, but unfortunately it didn't. The Super Bowl staff sent out a message saying that if we showed up on Friday then we were still in, but if not, then we would not get to participate. So I started contacting parents telling them the news along with the news of having no transportation because of the dangers of the icy roads. Parents started stepping up and volunteering their cars. Somehow, some way, the Coyettes would get to all rehearsals safely! Oh, and bonus for the parents because they got to watch their daughters rehearse! 

Pictured above: The dress rehearsal where the BEPs & Usher showed up.

When the big day came, the parents put together a small send-off. I remember someone wrote "the Coyettes are PACKED and ready the STEEL the show" on the window. I remember seeing proud parents crying as they waved to their daughters. 

Pictured above: Probably the best group of parents ever! This group of booster parents knew that what it takes to have a successful organization. Honestly, I couldn't have done it without them. We worked as a team for the students.

Once we got to Arlington, we had to check in at the UTA auditorium for security reasons and for additional practice time. There were two large screens that had media day running so we could keep up with the time and pre-Super Bowl events. Once it was close to the game start time, we loaded the bus trailing behind a rather lengthy yellow line of other school buses. Traffic literally stopped for the line and we had a police escort the entire way over to the Arlington AT&T stadium. All of the Coyettes were in awe and saying things like "OMG traffic is stopped for US!" 

Pictured above: UTA campus so we could wait & watch the pregame activities; line of buses w/traffic stopped & the Coyettes in awe because we had had a police escort to the stadium

As we arrived into the stadium parking lot, we saw the US military aircraft fly over which meant pre-show had just finished and the game was about to begin. It took us about another 30 minutes to get checked in and then we stood outside in the cold and waited for a while. 

Pictured above: Flyover as we drove in; Coyettes waiting in the cold for our turn to enter the stadium tunnels

Then we were all moved inside to where we waited again. While we were waiting, we could watch the game on the TV monitors that were hanging throughout the tunnels. There was a lot of standing around and then finally we were moved to the spot where this picture was taken. 

Pictured above: Front of the line about 3-4 minutes until we moved to the field entrance. We could sort of see the players from where were standing.

We were lucky because we were in front (with our school name starting with the letter A for Anna HS) and could sort of see the field and the players. But somehow I don't think anyone was really paying attention to the score at this point with 3 minutes until the show. With every minute, they moved us closer. At about 30 seconds, they moved us right into the field entrance and people who we didn't even know started snapping pictures of us. One Coyette started crying. I asked her if she was okay, and she said that she was just so happy. The countdown started: 10-9-8-7-6-5-4-3-2-1 and then the Anna Coyettes led half of the performers out by running very fast to their appropriate yard line. 

 Pictured left: Me at the back of the 35

Pictured above: Coyettes during "Where is the Love" & dancing under the jumbo tron.

Picture below: Coyettes hitting their ending position.

I ran to my spot which was back right field at the top of the 35. I had a bag a glow stick props for the girls and my phone. I snapped as many pictures as I could while enjoying the concert too. 11 minutes of pure bliss that made memories which will last a lifetime! 

Pictured above: Coyettes hitting their ending position.

After the 11-12 minute performance, we all ran off of the field as fast as we could and filed into the underground tunnels. We joined other schools who had participated in the whooping and hollering and horrahs that only an adrenaline rush can cause. We then headed out with the mass crowd of other students into the cold rain and headed towards our bus. Everyone was wearing white with hoods on, so we lost a student. I, of course, went into panic mode, but she eventually found her way to the bus. 

Pictured above: Right after the performance, everyone moved into tunnels & we made our way to the bus. 

On the way home, we stopped at McDonalds to get dinner and talked about the experience. We then headed home where I'm sure stories were told and recordings of the show were watched. It was not your typical Sunday night, but when Monday rolled around, we were back to normal and in classes like nothing ever happened--except it did! Even though reality hit, the Anna High School Coyettes of 2011 ever since that very special event, have and will always have that bond that no other team can say that they have. Well...except for the other teams that were there.

Watch the performance here: http://youtu.be/xPIiaSnYV5E

More pictures of this fabulous year!

Pictured above: National Champions in Small Team Jazz & National Champions in Small Team Hip Hop

Pictured above: A few Coyote games

Coyettes performing at a TCU halftime; Coyettes performing at an SMU halftime

Camp