1.) Graduate Diploma - SFU

Summer 2009 Portfolio:

Fall 2009 Portfolio:

Spring 2010:


1.) How to present: e-Portfolio? That's my wiki!

2.) I am Learning about:

- Myself:

How can I be more efficient in taking and holding information/resources?
1.) Organization,
2.) simplifying my life or not,
3.) my role as a provider of information vs expert.

- Technology:

How can I use technology to communicate and collaborate with students, parents?
1.) Wikis and other social network websites,
2.) uses for the wiki,
3.) students are not that savvy,
4.) access & servers at school.

- Teaching & Learning Process:

How can I increase interest in the course content? Increase participation? Learn & retain information.

Importance / Relevance of the learning

1.) Why is this important to me?

- I feel like a hunter/gatherer - it is very overwhelming, too many folders, papers, and now add the internet.
- I like learning new things, I want to stay current, technology changes so fast, I want to evaluate its relevance.
- I like to see students enjoy learning. I wasn't challenged growing up or given different strategies to learn.

2.) How is it significant for the students I teach?

- grade 9 students are not well-organized, they are coming with more computer skills, still want to learn and enthusiastic.
- grade 11 students think they are organized, tune out easily and not enthusiastic, technology can respark them and give them a
- overall - many learning styles and disabilities. Technology can be a big aid in helping students achieve success.


The Capacities:

1.) I am participating in and helping develop learning communities to support my teaching practice by teaching my students and observing their use of the wiki, presenting my explorations of the wiki I created to my SS department, school colleagues, and anyone who will listen.
- creating a wiki - several purposes
- giving students editing power
- teaching students to use it

2.) I am engaging in a critical cycle of action-reflection to understand and develop my practice by creating projects for students to post on the wiki, access their use, and make changes to help the use of the wiki evolve.
- student feedback
- colleague feedback

3.) I am using, evaluating, and integrating existing and emerging technologies into my practice by using the wiki in several different forms.
- blog - daily schedule with handouts, further resources, due dates, and reminders.
- other web tools - powerpoint, prezi, voicethreads, goanimate, wix, animoto.
- posting, embedding projects
- sharing
- discussion topics - critical thinking part of projects

4.) I am drawing on educational theories, research, and philosophies to inform my use of technologies by looking at research on the use of wikis to better understand how best to use this technology as a teacher and for student projects.
- participation & collaboration good - sociocultural perspective: learning is situated in social contexts and physical contexts, occurs through interactions within a group, and distributed across the individual, the community, and the tools they use (Brown et al. 1989; Lave & Wenger, 1991; Scardamilia & Bereiter, 2003; Wertsch, 1998)
- Editing power bad - misuse, bullying, tensions.

5.) I am participating in new media interactions in education by using wikis.
- Constantly accessing its use, types of projects and traffic.
- I am researching relevant information to upload to pages current events, articles, videos, websites.


1.) How it went

- me happy
- even though time-consuming at first, I feel organized and enpowered by the use of technology.
- frees me to learn more and work on other parts of my teaching: marking, creation of projects.
- it took a long time to troubleshoot with some students - months
- Students are excited to work on projects and post them.
- Students are producing better work since it will be posted, maybe more tension for some - need to look further.
- no feedback from parents.

2.) Goals

- I will keep using the wiki next year.
- learn more: statistics, members, editing power, share ideas with colleagues.
- troubleshooting - add jing how to screencasts
- more information & resources from students - videos, books, and websites
- variety of projects - collaborative vocab lists
- peer evaluations - share projects, see them

3.) Vision

- Use more research to shape my practice - technology research & educational theory
- More web tools to create more diverse presentations and projects - wix, animoto
- Work with computer tech to ensure students can access new technologies in the school labs.

Fall 2010:

I Am Learning About:


1.) Constructivist Classroom - confidence to allow for student-centred activities

- projects: problem-solving, presentations (Web 2.0 Tools), Civic Mirror - hard to back away, but refreshing to let them figure it out. I first felt like I wasn't "teaching" (doing my job), but I quickly realized that I do this in PE all the time and part of my teaching philosophy in PE. The difference was that I felt that students are "empty vases" that need to be filled, as compared to PE where students have backgrounds into the sports we play.

- students make test - ss9 - on wiki

2.) Simplify Communication with my students
- wiki - instructions, resources - Asking myself: How will it be utilized by students?
- In class, purpose of the lesson on the board, agenda, building rubrics with them (project criteria)
- Questioning techniques - entry and exit passes

3.) organizing Pro - D workshop - learning more as I teacher other colleagues


1.) Uses:
- Civic Mirror - extremely large implementation
- SS Department Wiki and my own wiki
- YouTube in powerpoint - embed with slideshare
- Blog
- Web 2.0 Tools - xtranormal, timerime, goanimate, voicethread, prezi


Technology & Learning Process:

- Student engagement in course content by creating - student-centred learning - use their own ideas and thought process to complete the task - internalize the learning process, not just by being told to do it. Finding enjoyment out of learning.

- Game play - James Paul Gee - positives of video games - problem solving, critical thinking, and deeper understanding
- Collaboration to increase learning (social beings) - will talk about it if they are engaged in it.

- Enthusiastic about what they are building - talk and share what they are doing - ontask - using strengths by choosing the type of project to create.

Importance / Relevance of the learning:

1.) Why is this important to me?

- It makes teaching fun - less behaviour problems, less time spent managing, i want to see them succeed and realize that school and learning can be fun
- I like to see students create and engage with others about the course material
- it takes the emphasis off me - I don't like to spoon feed, and make them independent learners and intrinsically motivated

2.) How is it significant for the students I teach?

- grade 9 students are not well-organized, they are coming with more computer skills, still want to learn and enthusiastic.
- grade 11 students think they are organized, tune out easily and not enthusiastic, technology can respark them and give them a voice. The Civic Mirror has helped the unmotivated students see a different way to learn. Where in the past I would not have implemented a game like this because I feel it would fall apart, I can implement it and see their motivation to attend and interact increase.
- overall - many learning styles and disabilities. Technology can be a big aid in helping students achieve success, but it is not the only solution.
- inclass activities and simulations are great for deeper understanding - jig saws, partner talk, role play.



In your portfolio I would like to learn more about
how you feel about gaming in the classroom as well as how you now
identify with Gee. I also would like to hear more about your feelings
of how it felt to shift from teacher directed instruction to the methods
you embarked on in this field study. Has this process started to emerge
in your other classes? I am also curious about how your view of the
reluctant learner has changed as a result of this project, and how you
now look at motivation and engagement. You said: "I have often
overanalyzed lessons and activities that I plan to the point of not
implementing them because I fear students will not engage and find them
interesting. I have found that I need to stop over-thinking and just go
ahead and run them. There is much more to learn by conducting them and
letting them fail, than by not doing them at all." This is one of the
most profound statements in your paper. I hope you share more about
what brought you to this realization and what effect you see it having
on your practice.

Spring 2011:

This video made one of the biggest impressions on me about being a person and a teacher:

Comprehensive Portfolio


2.) Masters of Ed - SFU

Fall 2011

July 2012

September 2012