Technology Skills Portfolio

English Education

Technology Skills Portfolio Requirements and Guidelines

Advanced Technology Skills Portfolio

In fulfillment of the technology licensure requirements set by the North Carolina Department of Public Instruction, all English Education majors at UNCG will present a technology skills portfolio. These portfolios are to demonstrate the ISTE National Educational Technology Standards for Teachers. ISTE is the International Society for Technology in Education. The portfolio must be presented to the Director of English Education in the Department of English by the required date.

Complete guidelines can be found in the Advanced Technology Skills Portfolio packet available outside the English Department (133 McIver) or at the website of Jean Camp, Coordinator of Instructional Technology through the School of Education.

Technology Assessment Project, North Carolina Board of Education

North Carolina Technology Competencies for Educators

Recommendations and Suggestions for Building your Portfolio:

1. Take LIS/CUI 120: Introduction to Technology in an Educational Setting to fulfill Standard I and to get background and practice on the performance indicators of the other five standards. Reminder: Students who do not take LIS/CUI 120 will need to demonstrate the technology skills demonstrated on page 3 of the ISTE NETS evaluation rubric.

LIS (Library and Information Studies) 120: Introduction to Instructional Technology for Educational Settings (1:1:1)--For students seeking initial North Carolina teaching licensure in any area. Students may not receive credit for both LIS 120 and CUI 120. Provides an introduction to instructional technology, knowledge, and skills for classroom settings. (Same as CUI 120)

2. Keep and organize your technology materials as you proceed through your course work. Please note that a collection of handouts or Internet sites does not demonstrate mastery of advanced competencies. They can be used as resources, but you should design appropriate lessons and activities and reflect on why and how technology was used. Recognize that evidence for a specific competency is both a matter of explaining and describing what you did and learned as well as having visual proof for it.

3. Participate in the four portfolio workshops offered each fall semester through the English Education program.

4. Please keep these suggestions in mind: your reflections and explanations about each lesson/activity distinguish a portfolio from a scrapbook; reflections should be tied directly to samples/printouts; samples/printouts should be grounded in teaching (field experiences) and directly related to performance indicators (i.e., lesson plans, descriptions of activities, examples of student work, related teaching materials).