Purpose

The purpose of this e-Portfolio has several attributes.  

A) The purpose of the e-Portfolio is to create a capstone experience for my University of British Columbia Masters of Educational Technology (MET).    Competencies for the evaluation of the e Portfolio in conjunction with the agreement between UBC and TQS (2004) include:

  1. demonstrate ability to critically evaluate and draw conclusions about work presented in relation to previous theory
  2. generate research findings and explicitly link theory and research to practice
  3. result in a concrete product that demonstrates an ability to derive and represent linkages and applications
  4. demonstrate individual learning
  5. be evaluated by at least two qualified Faculty of Education representatives

B)  Reflecting on my journey through the MET program will not only track my experience at UBC but it will also help me to:

  • better understand my strengths and weaknesses
  • identify and question my underlying values and beliefs
  • acknowledge and challenge possible assumptions on which I base my ideas, feelings and actions
  • recognize areas of potential bias or discrimination
  • acknowledge my fears
  • identify possible inadequacies or areas for improvement

By completing an e-Portfolio, it will give me the opportunity to reflect on my experiences and critically think about each moment moving forward (Moon, 2001); this will allow me to utilize what I have learned and incorporate it into my teaching and implementation into the public education school system.  By completing an e-Portfolio, not only will I achieve the aforementioned benefits but it will also satisfy the requirements of the Teacher Qualification Service (TQS) enabling me to achieve a Category 6 recognition but also, opens the door for upward mobility in the public school system.

Reference
Branch, W. & Paranjpe, A. (2002). Feedback and reflection: Teaching methods for clinical settings. Academic Medicine, vol. 77, No., 12, 1185-1188.

Moon, J. (2001). PDP working paper 4: Reflection in higher education learning. Learning and Technology Support Network (LTSN) Generic Center. 1-25.

The University of British Columbia. Office of Graduate Programs and Research (2004). Process for UBC-TQS Collaboration. Retrieved from https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct