Introduction
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My name is Diana Habib, and I am an Education Specialist Teacher at Hamilton Elementary, located in Pasadena Unified School District, California. I grew up in Egypt, so I am fully bilingual: fluent in speaking, listening, reading, and writing Arabic and English. I lived in Miami, Florida for ten years where I graduated with a Bachelor's in Exceptional Education with an ESOL Endorsement and where I acquired my General Education/Multiple Subjects Credential. In Florida, I worked and was trained as an educator in several schools in both Miami Dade and Fort Lauderdale counties. However, shortly after beginning my first teaching job, I got married and moved to Atlanta, Georgia where I worked as a special education teacher for three consecutive years. While teaching in Fulton County, Georgia, I served as the Exceptional Education Department Chair, and I acted as a member of the leadership team, the Intensive School Focus Team, and the Common Core Training Team. I was also honored by being recognized as the Teacher of the Year (2012-2013).
Being so passionate about using technology to enhance teaching and learning, I am currently pursuing a master’s degree in Instructional Technology with an Endorsement in Online Teaching at Kennesaw State University. I began the program in the summer of 2013, and should be able to graduate the summer of 2016 upon the completion of the Capstone Experience and Portfolio Course.
The purpose of this portfolio is to document my professional growth and achievement throughout the Instructional Technology Master's Program. By keenly selecting artifacts and continuously reflecting on them, I am able to display a tangible evidence of my mastery of the PSC and the ISTE NETS-C instructional technology standards. Since my initial enrollment into the program, I have engaged in a variety of teaching and learning experiences that presented me with a wide range of knowledge, skills, and dispositions. As a way to self-assess my own progress, I have compiled exhibits of these experiences and organized them in a systematic way. I have also documented my ongoing reflective process to identify how these practices edified my professional growth and how they impacted my progress toward my educational goals.
The portfolio is organized into nine main sections: Introduction, Video Reflection, Resume, Vision, Diversity, PSC Standards, Field Experiences, Blog, and Capstone. These sections are represented in the nine sub-pages of this Webpage and can be accessed by clicking on the corresponding tab at the top of the page, under the KSU logo. The first five parts of the portfolio provide an overview of my learning experience. For instance, the Video Reflection is an overall expression of my experience throughout the program. Likewise, the Resume displays listing of my work and educational experiences as well as general professional achievements. Moreover, the Vision section lays out my collective view of technology facilitation in teaching and learning. On the other hand, the last four categories of the portfolio contain specific evidence of my individual achievements during the program. For example, the Standards section houses six subpages, one for each of the PSC Technology Standards, with various technology artifacts and reflections that demonstrate my mastery of the standard under which it is represented. Additionally, the Field Experiences component, includes links of all the logs documenting my field experiences throughout the program. Furthermore, the Blog page exemplify my ongoing reflection process, and the Capstone project is a cumulative artifact that proves my mastery of several of the PSC standards.
There are two main ways this e-Portfolio can be reviewed. The reviewer may choose to follow the portfolio sections in order from left to right, in which case, the reader will be able to develop a comprehensive and accurate picture of my achievements. Meanwhile, if the purpose of the review is to create an overall view of the types of accomplishments represented, then a more selective approach may be more appropriate. In other words, the reviewer may choose to view the first four subpages, which are more general, and to skim through the rest of the pages, which are more specific. This selective approach may also be used in an alternative way when the reviewer wants to thoroughly examine my ability to demonstrate a particular skill, for instance. In such case, the reviewer may choose to select a specific group of standards and to closely analyze my artifacts and reflections documenting mastery. Therefore, the best way to navigate the portfolio will depend on the purpose of the review.
In conclusion, my experience at Kennesaw State University in general, and in the Instructional Technology program in particular has been beyond description. It was definitely one of the most edifying professional achievements, and truly, one of the most enjoyable. I am extremely proud of all the knowledge, skills, and dispositions that I developed through this program, and I feel well-prepared to facilitate and model the use of technology in any K-12 educational setting.
Being so passionate about using technology to enhance teaching and learning, I am currently pursuing a master’s degree in Instructional Technology with an Endorsement in Online Teaching at Kennesaw State University. I began the program in the summer of 2013, and should be able to graduate the summer of 2016 upon the completion of the Capstone Experience and Portfolio Course.
The purpose of this portfolio is to document my professional growth and achievement throughout the Instructional Technology Master's Program. By keenly selecting artifacts and continuously reflecting on them, I am able to display a tangible evidence of my mastery of the PSC and the ISTE NETS-C instructional technology standards. Since my initial enrollment into the program, I have engaged in a variety of teaching and learning experiences that presented me with a wide range of knowledge, skills, and dispositions. As a way to self-assess my own progress, I have compiled exhibits of these experiences and organized them in a systematic way. I have also documented my ongoing reflective process to identify how these practices edified my professional growth and how they impacted my progress toward my educational goals.
The portfolio is organized into nine main sections: Introduction, Video Reflection, Resume, Vision, Diversity, PSC Standards, Field Experiences, Blog, and Capstone. These sections are represented in the nine sub-pages of this Webpage and can be accessed by clicking on the corresponding tab at the top of the page, under the KSU logo. The first five parts of the portfolio provide an overview of my learning experience. For instance, the Video Reflection is an overall expression of my experience throughout the program. Likewise, the Resume displays listing of my work and educational experiences as well as general professional achievements. Moreover, the Vision section lays out my collective view of technology facilitation in teaching and learning. On the other hand, the last four categories of the portfolio contain specific evidence of my individual achievements during the program. For example, the Standards section houses six subpages, one for each of the PSC Technology Standards, with various technology artifacts and reflections that demonstrate my mastery of the standard under which it is represented. Additionally, the Field Experiences component, includes links of all the logs documenting my field experiences throughout the program. Furthermore, the Blog page exemplify my ongoing reflection process, and the Capstone project is a cumulative artifact that proves my mastery of several of the PSC standards.
There are two main ways this e-Portfolio can be reviewed. The reviewer may choose to follow the portfolio sections in order from left to right, in which case, the reader will be able to develop a comprehensive and accurate picture of my achievements. Meanwhile, if the purpose of the review is to create an overall view of the types of accomplishments represented, then a more selective approach may be more appropriate. In other words, the reviewer may choose to view the first four subpages, which are more general, and to skim through the rest of the pages, which are more specific. This selective approach may also be used in an alternative way when the reviewer wants to thoroughly examine my ability to demonstrate a particular skill, for instance. In such case, the reviewer may choose to select a specific group of standards and to closely analyze my artifacts and reflections documenting mastery. Therefore, the best way to navigate the portfolio will depend on the purpose of the review.
In conclusion, my experience at Kennesaw State University in general, and in the Instructional Technology program in particular has been beyond description. It was definitely one of the most edifying professional achievements, and truly, one of the most enjoyable. I am extremely proud of all the knowledge, skills, and dispositions that I developed through this program, and I feel well-prepared to facilitate and model the use of technology in any K-12 educational setting.