Secret "Change" Agent Man
An Electronic Portfolio
by
Daniel Mancoff
(designed in Winter 2002 at National Louis University)
RBHS Main / Mancoff Main
Table of Contents:
Introduction Belief Statement Artifact Navigation Matrix Related Learning Standards Portfolio Bibliography 
I hope you like it!
This portfolio constitutes a summary of my work in the Technology in Education program (T.I.E.) that I attended at National Louis University in Wheeling, Illinois from the Fall of 2000 to the Winter of 2002. It includes a belief statement which summarizes my general philosophy of education as well as my thoughts on how education and technology are connected. It also contains seven artifacts. Each artifact represents a learning standard that I attained during my coursework in the program. I have included copies of each artifact which include items such as my research on synchronous computer discussions, my gradebook spreadsheet, and my school website-- all of which I designed as projects for courses with the T.I.E. program. Each one of these artifacts represents considerable work and learning on their own. Together, they represent my growth both as an educator and private user of technology. Each also serves as an example of how, through th T.I.E. program, I have learned to integrate technology successfully into my classroom.
Standard #1: Technology Operations and Concepts
Standard #2: Planning/Designing Learning Environments
Standard #3: Teaching, Learning, and the Curriculum
Standard #4: Assessment and Evaluation
Standard #5: Productivity and Professional Practice
Standard #6: Social, Ethical, Legal, and Human Issues
Standard #7: Instructional Leadership
To fulfill this standard, I needed to demonstrate that I had learned the basic functions and terminology of computers. This included skills like operating simple software, connecting to the Internet, and searching the Internet for valuable resources. For an example of my proficiency in this standard, please view my Annotated Bookmarks of Poetry Resources. My collection of these resources for use in my poetry unit display my knowledge of effective search strategies and computer operations.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate that I could use technology to create successful learning environments for my students. It is not enough to know standard #1, how to use technology; I must also be able to use that knowledge to create technology-rich units for my students. This includes creating learning environments which encourage student-centeredness, collaboration, and engaged learning. For an example of my proficiency in this standard, please view my unit "A Hero's Heart" which teaches the novel The Once and Future King.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate that I had learned how technology could affect teaching and learning. How will my technology-rich learning environments affect my students? What will make them more or less engaging? Reaching this standard means demonstrating an awareness of how technology can impact a student's ability to learn. For an example of my proficiency in this standard, please view my research paper "Silent Talk?" which discusses the applications of synchronous computer discussion in high school classrooms.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate my own ability to evaluate and assess technology critically. It is as destructive to be a "technophile" as it is to be a "technophobe"-- technology has its limitations and must be used carefully. Reaching this standard means demonstrating that I am aware of these limitations and can accurately judge the usefulness of technology for specific teaching applications. For an example of my proficiency in this standard, please view my evaluation of Inspiration, a concept mapping software designed for students.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate that I had learned not only how to teach using technology, but also how to make use of technology to increase my own productivity or the productivity of my school. Technology is useful for faculty and administration as well as for students. Reaching this standard means demonstrating an awareness of how using technology can make me more efficient at my own job. For an example of my proficiency in this standard, please view "RBGrade '01", my spreadsheet gradebook designed using Microsoft Excel.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate that I was aware of issues related to technology beyond the classroom. Technology is a powerful tool and it carries with it social, ethical, legal and human consequences. Reaching this standard means realizing that both I and my students need to be aware of issues such as copyright laws or "netiquette" standards as well as how technology might be different for mentally or physically handicapped individuals. For an example of my proficiency in this standard, please view my curriculum website which was designed with an awareness of these issues.
return to: standards / top / artifact matrix
To fulfill this standard, I needed to demonstrate that I could use what I had learned in the T.I.E. program to create positive change in my school environment. With the skills evidenced in the previous standards, I was prepared to become a "change agent" in my school and to help convey my knowledge of the proper use of technology in education to others. Reaching this standard means taking the plunge and creating this sort of positive change at my school. For an example of my proficiency in this standard, please view my technology coordinator needs assessment completed for my school district.
return to: standards / top / artifact matrix