Information Technology Reference
In-Depth Information
Q:
What does your Web portfolio content consist of? Please describe
and list assets or artifacts presented on the Web portfolio:
A:
My Web portfolio content consists of my biography and credentials,
contact information, my teaching philosophy and pedagogy, evidence of
professional development and student work, curriculum, management
and assessment measures, and a consistent visual layout. However, I did
not include links to resources for my audience groups or integrate
interactive features.
Q:
What made you decide to move forward and create a Web portfolio?
A:
Initially, the purpose for my Web portfolio was to advertise for hire. After
doing some research on what other teachers had done, I created my Web
portfolio as a marketing tool after my student teaching was complete.
However, my current intent to redesign my Web portfolio is for employ-
ment purposes, assessment, and professional development.
Q:
What fears or doubts did you have before starting the Web portfolio?
A:
When beginning the Web portfolio, I doubted my ability to actually
construct a Web portfolio, so I enlisted the help of an expert, my husband.
From there, I doubted that I had enough of an impressive array of evidence
to prove I was a strong teacher, and that was crucial since the primary
reason for the portfolio was to obtain a teaching position.
Being fresh out of college, I was hesitant because I was not sure I had
enough substance for the portfolio, such as student work and teaching
experience. After I began to outline the portfolio and decide what pieces
to include, I found that it was the quality of the work, not the quantity, that
mattered.
Q:
What were the most difficult challenges you faced when creating the
Web portfolio?
A:
Knowing that the construction of the Web portfolio, uploading, and so on
was taken care of, the most difficult challenge I faced when creating the
Web portfolio was deciding what to include in the Web portfolio. I had
pictures, student work, teacher-created materials, lessons and projects
but they were scattered samples from various student teaching and
practicum experiences involving differing grade levels in both the general
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