I graduated from Johns Hopkins University School of Education with an MS in Education in 2016. The following portfolio applies the ISTE Standards for Teachers to the program studies. The following portfolio includes courses, projects, and my interpretation of approach to each standard.
All content on this site including links are my own. Find my contact information on my website: hongtchau.com.
All content on this site including links are my own. Find my contact information on my website: hongtchau.com.
Standard 1: Facilitate and Inspire Student Learning and CreativityFostering creativity within the classroom as a teacher mutually fosters student’s capacities to problem-solve. A teacher must provide an environment that enables creativity, leveraging the best of technology to create authentic learning experiences. Today, technology provides opportunities to students by providing access to resources and communities beyond the classroom. Teachers should make connections between these resources and course content to encourage authentic experiences.
Cultural Self-portrait (Culturally Responsive Teaching)VoiceTread Presentation
Custom Google Map This assignment models how students can create a self-portrait using digital story tools like Voicethread and integrate storytelling with other tools like maps, images, and audio. This example models one method of presenting a self-portrait. Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments
Technology should be used for more than standardized assessments and grading. Teachers should explore additional modalities for assessment beyond the written “read and response” pedagogies. Today, teachers should leverage new tools and technology to demonstrate mastery and encourage collaboration.
3D Printing Blended Course Curriculum and Course Site (Advanced Applications of Instructional Technology Final Project)Canvas Course Site
Course Design Reflection The 3D Printing Blended course is presented in Canvas LMS as a mostly face-to-face course with a week of individual instruction, online collaboration, in person critiques and online peer review. The curriculum spans 5 weeks, introducing the basics of 3D printing and culminates in a final project where students are asked to design and print an original 3D model. The final project is then uploaded and shared to Thingiverse.com as an open-source project for other makers in the world to use. Standard 3: Model Digital-Age Work and LearningTeachers should be prepared to use technology in the classroom to both provide content, but also model real-world scenarios. Teachers should also provide examples and models of how assignments and assessments prepare students with skills that are relevant to their future or to current events in society. Teachers should also remained engaged in technology platforms that reach students outside of the classroom, communicating and collaborating in mediums that continue to foster authentic learning.
3D Printing Introductory Weebly Module (Multimedia Tools for Instruction Final Portfolio)Weebly Module
A short introductory module includes a recorded podcast, audio recording of 3D printing sounds, and a short video introduction of 3D printing. The module is meant to introduce educators to the process of 3D printing, reducing technical jargon to make the concept more accessible. Getting to know Wordpress: Professional Development Module for Teachers (Emerging Issues for Instructional Technology PD Module)Wordpress Module
A professional development module introduces educators to Wordpress sites. The Wordpress site itself uses video, text instruction, and links to additional resources to provide new users with an overview of the technology. The site includes example posts and pages and asks viewers to comment on the effectiveness of the information as well as solicits feedback from viewers. |
Standard 4: Promote and Model Digital Citizenship and ResponsibilityAs teachers, it is their responsibility to prepare students for their futures, including their future digital lives. Teachers should model and discuss appropriate uses of technology, etiquette in online interactions, and legal responsibilities in citing sources with students as they interact with digital media.
Diigo and Zotero Collections (Designing and Delivering E-Learning Environments E-Learning Initiative)Zotero Collections
Using citation managers and social bookmarking tools shares research content with others, while maintaining sound research methodology. Human Performance Theory (Instructional Design for Online Learning)Slides.com Presentation
Using HPT, instructional designers can design competency-based curriculum incorporating HPT fundamentals; provide technology to Learners to help identify competencies and gaps in knowledge (i.e. adaptive technology); incorporate data-driven performance improvement: using assessment results to improve individual learner performance or identify at-risk students; and collaborate with SME to improve existing curriculum to address common gaps in skill, knowledge, or motivation. Standard 5: Engage in Professional Growth and LeadershipTeachers should understand that technology is always changing and its influence on education is growing exponentially. Technology is ever present in today’s society and should be considered carefully when integrated into curriculum. As such, it is a teacher’s responsibility to research and remain current on technology trends, pedagogies, and to continue to engage in professional networks and conversations surrounding technology and education.
On The Horizon: Learning Analytics (Emerging Issues for Instructional Technology)Research paper introduces the study of learning analytics and explores the impact of learning analytics on education in the 21st century, given online instruction, learning, and technologies. The paper presents the benefits and challenges of using learning analytics as a tool for increasing student retention, agency, and personalization.
Increasing Online and Blended Learning Instruction by Addressing Faculty Perception (Data-Driven Decision-Making for Schools and Organizations Final Paper & Presentation)This paper summarizes the current use and perception of online instruction by higher education faculty, as presented by ECAR survey results collected by EDUCAUSE. The plan outlines actionable items that an institution can take to create a “culture of practice” within college campuses.
Complexity and Depth in Course Design at Brown University: An Evaluation of Canvas (Evaluation and Research of Technology Supported Interventions and Programs Change Initiative)A proposal for a course design assessment project in Canvas at Brown University using measures defined by Jared Stein and Instructure. The assessment will then present showcase courses to faculty, following the ideas of both complex/simple course design as well as deep/narrow content navigation. The paper compares course design in the LMS to traditional web navigation and design, and suggests course design can improve student engagement and experience when applying vetted web design strategies.
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