Design Concept
The letter "i" is used to represent the connectedness of computing technologies and the internet. The "i" grows out of my name to connect that I am an advocate of innovation, inquiry, and inspiration. These have been resurfacing concepts of importance to me during my learning journey.
Audience
This ePortfolio is a quite personal endeavor as I develop an environment that showcases my perspective on the effective use of technology in education. As I reflect on my past projects and trace the development of my thinking and the transformation of my ideas, I am likely to delve deeper into my design and ideas than any other viewer. I hope, however, to develop my perspective and vision for educational technology in a way that is engaging for my academic peers who have also developed expertise in this subject of study. As well, it will be available to potential employers during interview processes, and I hope to showcase it during an interview. Finally, it will also be reviewed by my ETEC 590 peers and Dr. Franc Feng, course instructor, and another UBC faculty member who will be completing its final evaluation.
The creation of this ePortfolio serves a few purposes. Firstly, it satisfies the requirements of the ETEC 590 Graduating Project course which is my last course in the UBC Masters of Educational Technology (MET) program; upon its completion, I will graduate from the program. Also, completing this program has given me the skills and knowledge regarding educational technology that will allow me to help other teachers effectively choose and implement digital technologies. Finally, I intend to use this ePortfolio to showcase my learning regarding learning and technology to potential employers.
Through the development of this eP, I intend to demonstrate:
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a synthesis of learning across courses
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the links between theory, research, and curent practice in education regarding educational technology
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the value of collaborative learning and acting within a community of practice, and
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the deep learning that occurs through developing a sustained digital product.
Purpose
Innovate presents non-transmission learning experiences that embrace online learning spaces.
Inquire showcases inquiry and problem-based learning that is grounded in constructivist learning theory.
Inspire shares creative learning ventures using visual, auditory, and spatial digital media.
Incite refers to future learning pursuits as a life-long learner and educational researcher.
Throughout my time as an MET program student, these concept areas were prominent. They are significantly connected with 21st Century skills that are integral to living in our modern age.
ePortfolio
Master of Educational Technology Program
kimberly wagner​
innovate.
inquire.
inspire.
This environment represents my learning journey in the Univeristy of British Columbia's Masters of Educational Technology program. Participation in this program has given me skills and knowledge regarding educational technology that will allow me to help others effectively choose and implement digital technologies and will support my application for technology-related positions in education. Upon completion of this program, I plan to begin adminstrative certification to challenge myself to develop leadership attributes.
I am considering the following over-arching question:
How can digital technologies be leveraged to produce deep learning by embracing multiliteracies, constructivism, and creativity?
This question will be answered through my artifacts selected to represent my key learnings and my reflections on those experiences.
Concept Map
Image Credit: Kimberly Wagner, VUE Software
Structure Rationale
The 'i' in the center of the map represents myself and the interconnections I have made during my MET journey between innovative teaching practices, inquiry learning based in constructivism, and inspirational learning activities that allow students to be creative as their communicate their ideas. The headings innovate, inquire, and inspire represent particular learning experiences that have allowed me to expand and transform my teaching practices based on current research concerning best practices in education. Thoughout my learning journey, 21st Century skills is a overarching concept that has been threaded through my learning experiences.
I have applied the definition of Binkley et. al (2012) that divides the list of these skills for our modern age into four domains: Ways of Thinking, Ways of Working, Tools for Working, and Living in the World. The Ways of Thinking are involved in all learning experiences, but particular aspects will be more prominent depending on the task. Ways of Working involve the communication skills required to communicate with colearners in a collaborative aspect and to our audiences. Tools for Working refers to our information literacy and information communications technology (ICT) literacy skills that we use to represent our thinking using the numerous print and visual mediums that are available to us through the ever-growing body of digital technologies. Finally, Living in the World refers to the aspects of life, career, citizenship, and personal/social responsibility that connect with our thinking about the world and how we represent those ideas to the world. They are floating around the subject in the center of the map. For the purpose of this project, I have made connections between the 21st Century skills through my engagement in innovating, inquirying, and inspiring tasks that have affected my teaching practices.
Reference:
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining Twenty-First Century Skills [Chapter 2], Assessment and Teaching of 21st Century Skills. Edited by Griffin, P, McGaw, B. & Care, E. London & New York: Springer Science+Business Media B. V. (UBC Library)
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