sistema universitario ana g. méndez school for ... · ifip tc3/wg3.7 fourth international working...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

EDAG 644

Technology for School Administrators

Tecnología para Administradores Escolares

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved

EDAG 644 Technology for School Administrators 2

Prep. 2006. Ivonne González, Rev. 2009. Idali Medina M.Ed.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ........................................ .............................................................................. 3

Study Guide ....................................... .......................................................................... 10

Workshop One ...................................... ....................................................................... 16

Taller Dos ........................................ ............................................................................. 20

Workshop Three .................................... ...................................................................... 23

Taller Cuatro ..................................... ........................................................................... 26

Workshop Five/Taller Cinco ........................ ............................................................... 29

Anejo A/Appendix A ................................ .................................................................... 33

Anejo B/Appendix B ................................ .................................................................... 34

Anejo C/Appendix C ................................ .................................................................... 36

Anejo D / Appendix D .............................. .................................................................... 37

Anejo E/Appendix E ................................ .................................................................... 38

Anejo F/Appendix F ................................ ..................................................................... 39

Anejo G/ Appendix G ............................... ................................................................... 41

Anejo H/Appendix H ................................ .................................................................... 43

Anejo I/Appendix I ................................ ....................................................................... 44

Anejo J/ Appendix J ............................... ..................................................................... 46

Anejo J1/Appendix J1 .............................. ................................................................... 48


Anejo J3/Appendix J3 ............................. ................................................................... 50





Anejo K/Appendix K ................................ .................................................................... 56

Anejo L/Appendix L ................................ ..................................................................... 57



PRONTUARIO

Título del Curso: Tecnología para Administradores Escolares

Codificación: EDAG 644

Duración: Cinco Semanas o según aplique

Pre-requisito: Ninguno

Descripción:

El curso EDAG 644 pretende concienciar a futuros administradores escolares en

cuanto al impacto de las nuevas tecnologías en la educación y el papel que esta

desempeña en el logro de una administración escolar efectiva y actualizada.

Además, se resaltará la importancia de convertirse en líderes educativos que

motiven el uso de la tecnología en centros educativos para el manejo instruccional

y logístico.

Objetivos Generales

Al finalizar el curso, el/la estudiante estará capacitado(a) para:

1. Analizar los usos de las tecnologías en el campo de la administración escolar.

2. Apreciar la importancia de la tecnología como recurso efectivo en todas las

facetas de la administración escolar.

3. Demostrar dominio de conceptos básicos en programados electrónicos que

serán de utilidad para su desempeño como administrador(a) de un centro

educativo.

4. Evaluar la utilidad de diferentes equipos tecnológicos en el quehacer educativo y

administrativo.

5. Explorar diferentes estrategias para adquirir equipos tecnológicos de utilidad en

un centro educativo.

Texto y Recursos

Picciano, Anthony G. (2006). Educational Leadership and Planning for Technology.

(4ta. ed.)

Referencias y material suplementario

Dadashzadeh, Mohammad; Saber, Al; Saber, Sherry (2002) Information Technology

Education in the New Millennium

Rogers, Patricia L , (2002) Designing Instruction for Technology-enhanced Learning



Nolan, C. J. Patrick; Fung, Alex C.W.; Brown, Margaret A. (2002) Pathways to

Institutional Improvement With Information Technology in Educational Management :

IFIP TC3/WG3.7 Fourth International Working Conference On Information Technology

in Educational Management, July 27-31, 2000, Auckland, New Zealand

Casey, Jean Marie. (2000). Early Literacy : The Empowerment of Technology

Kennewell, Steve.; Parkinson, John; Tanner, Howar (2000).Developing the ICT-capable

School

Maier, Pat.; Warren, Adam. (2000). Integr@ting Technology in Learning & Teaching:

A Practical Guide for Educators

Bazeli, Marilyn J.; Heintz, James L. (1997) Technology Across the Curriculum :

Activities and Ideas

Barron, Ann E.; Orwig, Gary W. (1997) New Technologies for Education : A Beginner's

Guide

Evaluación

5 Participaciones en Clase 100 pts

4 Análisis de Artículos 100 pts

Presentationes Orales 100 pts.

Reporte Oral (Presentación de Propuesta) 100 pts.

Propuesta Escrita (Inglés) 100 pts.

Ensayo 100 pts.

5 Diarios Reflexivos 100 pts.

Trabajo en Grupo 100 pts.

Portafolio 100 pts.

Total 900 pts.



Escala

100%-90% A 89%-80% B 79%-70% C 69%-60% D 59%-50% F

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,

el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si

un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,

bien puede escoger el idioma de preferencia para hacer la pregunta. Sin

embargo, el facilitador deberá contestar la misma en el idioma designado para

ese taller. Esto deberá ser una excepción a las reglas pues es importante que

los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo

en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.



Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (vea la política de

honestidad académica).

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.



12. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsicamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title Technology for School Administrators

Code EDAG 644

Time Length Five Weeks

Pre-requisite None

Description

The course EDAG 644 seeks to make future school administrators aware of the impact

of new technologies in education and the role that they represent in the success of an

updated and effective school administration. In addition, it will emphasize the

importance of becoming educational leaders who encourage the use of technology in

educational centers for instructional and logistical management..

General Objectives

By the end of the course, the students will be able to:

1. Analyze the use of technology in the school administration field.

2. Appreciate the importance of technology as an effective resource in all aspects of

school administration.

3. Demonstrate mastery of basic concepts of electronic programs that will be useful

in their performance as a school administrator.

4. Evaluate the utility of different technology equipment within the administrative

and instructional tasks.

5. Explore different strategies to acquire different technological equipment to be

used in an educational center.

Texts and Resources

Picciano, Anthony G. (2006). Educational Leadership and Planning for Technology.

(4ta. ed.)

References and Supplementary Materials

Dadashzadeh, Mohammad; Saber, Al; Saber, Sherry (2002) Information Technology

Education in the New Millennium

Rogers, Patricia L , (2002) Designing Instruction for Technology-enhanced Learning

Nolan, C. J. Patrick; Fung, Alex C.W.; Brown, Margaret A. (2002) Pathways to

Institutional Improvement With Information Technology in Educational Management :



IFIP TC3/WG3.7 Fourth International Working Conference On Information Technology

in Educational Management, July 27-31, 2000, Auckland, New Zealand

Casey, Jean Marie. (2000). Early Literacy : The Empowerment of Technology

Kennewell, Steve.; Parkinson, John; Tanner, Howar (2000).Developing the ICT-capable

School

Maier, Pat.; Warren, Adam. (2000). Integr@ting Technology in Learning & Teaching:

A Practical Guide for Educators

Bazeli, Marilyn J.; Heintz, James L. (1997) Technology Across the Curriculum :

Activities and Ideas

Barron, Ann E.; Orwig, Gary W. (1997) New Technologies for Education : A Beginner's

Guide

Evaluation

5 Class participations 100 pts

4 Critical Analysis of Articles 100 pts

Oral Presentations 100 pts.

Oral Report- Presentation of Proposal 100 pts.

Written Proposal (English) 100 pts.

Essay 100 pts.

5 Journals 100 pts.

Group Performance 100 pts.

Portfolio 100 pts.

Total 900 pts.

Grading Criteria

100%-90% A 89%-80% B 79%-70% C 69%-60% D 59%-50% F



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will

alternate to insure that 50% of the course will be conducted in English and 50% in

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

the facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery

of instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:



a. If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives:

At the end of this workshop, the student will be able to:

1. Value the use of the technologies in the field of school administration.

2. Establish the necessity of technological integration in education, in order to respond

to the standards of the state of Florida.

3. Demonstrate basic knowledge of the PowerPoint Program as a tool to use in the role

of a school administrator.

Language Objectives:

1. Given an activity in group, the students will summarize the technologies in the field

of school administration using correct vocabulary and pronunciation.

2. Review the recommended links to investigate on standards of technological

integration in the state of Florida.

3. Write a paper on the subject of effectiveness of technology in education and its utility

in the school administration.

Electronic Links (URLs):

http://www.monografias.com/trabajos23/influencia-de-tic/influencia-de-tic.shtml

http://www.firn.edu/webfiles/others/edtech/edtech/sr/downloads/EAP12Alignment.pdf

http://cnets.iste.org/students/

http://www.nationaledtechplan.org/

http://cnets.iste.org/administrators/a_stands.html

www.nextag.com

www.techweb.com/encyclopedia

www.pcwebopedia.com

http://www.monografias.com/trabajos/powerpoint/powerpoint.shtml

http://www.bcschools.net/staff/PowerPointHelp.htm

http://office.microsoft.com/en-us/FX010857971033.aspx

http://cnets.iste.org/currstands/cstands-netsa.html

http://coe.sdsu.edu/EET/

Assignments before Workshop One:



1. Research on the subject of the effectiveness of technology in education and its use

in school administration.

2. Using the recommended materials and links, search on the Internet for information

on the standards of education in Florida and their integration with technology. Be

prepared to share your findings.

3. Students will write an essay of at least two pages, following proper APA style, on the

importance of the use of technology in school administration (Appendix C ).

4. Click on this link to watch a tutorial on the basic use of PowerPoint 2007

http://www.youtube.com/watch?v=VUqIDs5MZxM

5. Fill out the Course Expectations form (Appendix K)

6. Define and explain the use of the following technological equipment for a school

administrator:

• Desktop

• Laptop

• Tablet PC

• Handheld devices

• Jump Drive

• Multimedia Projector

• Visual Presenter

• Scanner

• DVD

• DVD Burner

• Printer

• Digital Camera

• Pen Cam

• Web Cam

• Closed Circuit TV

• Web TV

• CD

• CD Burner

• Smart Board

Activities :

1. The facilitator and the students will introduced themselves by engaging in an

icebreaking activity suggested by the facilitator. Example:

The interview:

In pairs interview each other asking these questions:

• What is your name?

• Where do you work?



• Why did you select this area of study?

• What do you hope to obtain after finishing this course?

• What challenges do you expect to encounter throughout the course?

At the end the facilitator must finish the exercise, asking at random or inviting to

share the experience with some participants. The facilitator should pay special

attention to the last question, to find out about the expectations that the students

have about this course.

2. The facilitator will present and explain the objectives of this course.

3. Presentation of the guidelines of the course, printed and electronic resources

available, as well as methods and criteria of evaluation. The facilitator will answer

any question that the students may have.

4. Selection of the course representative.

5. The facilitator will introduce the concept of technology in the field of school

administration.

6. Exercise in Class. The facilitator will promote active participation, assigning groups

to discuss and share the content of the individual investigations on the subject of

effectiveness of technology in education and its use in the school administration.

7. Each group will present orally the conclusions of the previous activity.

8. Exercise in Class. The facilitator will promote a discussion on the standards of the

state of Florida in relation to technological integration in education.

9. If possible, the facilitator will take the students to the computer lab and explain the

rules for its use.

10. The facilitator will explain the basic use of PowerPoint and conduct an exercise with

text and images to be included in a PowerPoint presentation. The students must

submit the exercise through Blackboard.

11. The facilitator will present the assignments for the next workshop and clarify any

doubt that could arise.

Assessment:

1. The students will complete a written journal as indicated in Appendix B and send it

through Blackboard.



2. The students will evaluate the other participants in their groups using the

Performance Task Assessment List for Group Work (Appendix D ), they will submit it

through Blackboard.

3. Class participation will be evaluated according to Appendix A.

4. Written report rubric.

5. Oral presentation rubric.



Taller Dos

Objetivos Específicos:

1. Definir los usos de la tecnología en la educación en dos categorías: educacional y

administrativa.

2. Discutir la eficacia de la tecnología dentro del campo educativo.

3. Identificar las tecnologías que contribuyen a mejorar los niveles de instrucción en la

escuela.

4. Aplicar habilidades básicas en un programa de procesamiento de textos.

Objetivos del Lenguaje:

1. Dado un artículo sobre la tecnología en la educación, el estudiante leerá y resumirá

el mismo, identificando efectivamente la idea principal haciendo uso correcto de

gramática y conjugación de verbos. (Seguir lineamientos en Anejo E )

2. Dada una actividad en grupo, los estudiantes discutirán la eficacia de la tecnología

dentro del campo educativo utilizando un correcto vocabulario y pronunciación.

3. Los estudiantes presentarán por escrito un resumen sobre las categorías de la

tecnología en la educación haciendo uso correcto de gramática y conjugación de

verbos.

Enlaces Electrónicos:

http://coe.sdsu.edu/EET/

http://people.uis.edu/rschr1/et/blogger.html

http://asianvu.com/bookstoread/etp/

http://www.makingconnections.state.mn.us/integration.html

http://www.remc11.k12.mi.us/bcisd/classres/intideas.htm

http://www.webopedia.com/TERM/W/word_processing.html

http://www.sofotex.com/download/File_Management/Word_Processing/

http://www.aulaclic.es/word2007/index.htm

Asignaciones antes del Taller Dos:

1. El estudiante accederá los enlaces electrónicos recomendados o cualquier otra

fuente que juzgue conveniente para obtener información sobre usos de la

tecnología en la educación.



2. El estudiante buscará un reportaje o noticia relacionada a la integración de la

tecnología dentro del campo educativo y la resumirá, debiendo estar preparado para

discutir los resultados en clase.

3. El estudiante accederá los enlaces electrónicos recomendados o cualquier otra

fuente que juzgue conveniente para tomar contacto con las habilidades básicas en

el uso de procesadores de texto.

4. El estudiante accederá los enlaces electrónicos recomendados en cuanto a

tutoriales para desarrollar su capacidad de uso de programas de procesamiento de

texto: http://office.microsoft.com/training/training.aspx?AssetID=RC100140951033

y http://office.microsoft.com/en-us/training/CR100654561033.aspx

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. El facilitador proyectará el video Evolución de la Tecnología en

http://www.youtube.com/watch?v=IsW0z3GcRsM&feature=related.

3. Los estudiantes se reunirán en mesa redonda y discutirán durante 20 minutos,

tomando como base la información obtenida del video, sobre la importancia que ha

adquirido la tecnología dentro del área educativa. Para esta actividad se designará

un relator para tomar nota y resumir las conclusiones de ésta (Anejo L).

4. El facilitador hará una presentación sobre los lineamientos del proyecto final del

curso. Los estudiantes divididos en grupos redactarán una propuesta de

equipamiento tecnológico para una escuela siguiendo los lineamientos expresados

en el Anejo G . Este proyecto será presentado en el quinto taller.

5. El facilitador explicará el uso de la rúbrica para evaluación de solicitudes de

subvenciones (Rubric for Grant Evaluation) en el Anejo H .

6. El facilitador asignará grupos para presentar y discutir las categorías de tecnología

en la educación. Cada grupo designará un vocero para presentar sus conclusiones.

Los grupos analizarán cuatro áreas en particular:

• Mejoramiento de la productividad profesional del maestro.

• Conocimientos en computación.

• Instrucción asistida por computación.

• Conocimiento asistido por computación.



Esta actividad será evaluada siguiendo los lineamientos en la matriz del Anejo F .

7. El facilitador hará una presentación sobre la importancia del uso de la tecnología en

las fases cuantitativa, cualitativa, administrativa y financiera de la planificación

educativa.

8. El facilitador asignará grupos para presentar y discutir las aplicaciones

administrativas.

9. El facilitador hará una demostración de los comandos y características básicas del

programa Microsoft Word.

10. Trabajo en el Laboratorio de Computación. El facilitador asignará grupos de dos o

tres estudiantes los cuales prepararán un documento en el cual, siguiendo sus

instrucciones, demostrarán su dominio en procesamiento de texto acorde a las

características principales que exige el estilo APA.

11. El facilitador presentará las asignaciones para el próximo taller y aclarará cualquier

duda que pudiera presentarse.

Avalúo

1. Cada estudiante elaborará una matriz de evaluación de trabajo en grupo, de

acuerdo al Anejo A y lo enviará a través del Blackboard.

2. El estudiante elaborará el Diario Reflexivo localizado en el Anejo B y entregará el

mismo a través del Blackboard.

3. Se evaluará la participación diaria de acuerdo a la matriz en el Anejo A.

4. Se evaluará la presentación oral de acuerdo a la matriz en el Anejo F.



Workshop Three


1. Suggest strategies for the acquisition of technology in an educational institution.

2. Construct a plan for the professional technological development in a school.

3. Describe the use of software used in school administration.

4. Demonstrate basic skills in the use of Microsoft Excel.


1. Given a press or magazine article about the need for technological professional

development, the students will identify the main idea using correct English grammar

and spelling rules.

2. Given an activity in group, the students will summarize strategies for the acquisition

of technology in an educational institution using the correct vocabulary and correctly

pronouncing the name of the different components.

3. The students will describe, using the correct pronunciation, the most common

software used in school administration.


http://www.thirteen.org/edonline/ntti/resources/workshops/managing_students/practice.

html

http://techieinfo.blogspot.com/

http://www.futurekids.com/

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm

http://www.renlearn.com/uk/am/default.htm

http://www.applicationarch.com/fmparticles.htm

http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design/Design_Mod

els_for_Professional_Development

http://grants.nih.gov/grants/grant_tips.htm

http://www.research.umich.edu/proposals/proposal_dev/write_gen.html

http://www.usd.edu/trio/tut/excel/

http://www.aulaclic.es/excel2007/index.htm



Assignments before Workshop Three:

1. Search on the Internet for an article about the need for technological professional

development and following the guidelines of the Appendix E; write a critical analysis

of it.

2. Review the recommended links to investigate on how to write a proposal for the

acquisition of technological equipment for an educational institution. Make a list of

all important steps and bring it to class.

3. Review the recommended links or any other source that you consider convenient to

find tutorials and instructions on basic skills in the use of Microsoft Excel.

Activities :

1. The facilitator will present “The need for technology in our school” in

http://www.youtube.com/watch?v=wNoAzOYa-_s

2. Using a group activity of simultaneous dialogue, the students will discuss on the

content of the video and will name a speaker to summarize their conclusions.

3. The facilitator will make a presentation on the basic principles of writing a proposal.

4. The facilitator will use a group activity (using the groups assigned for the final

proposal) to discuss and present orally their conclusion on strategies for the

acquisition of technology in an educational institution.

5. The facilitator will promote active participation, assigning groups to discuss the

summary of the internet article about the need for technological professional

development. Each group will select an article and present an oral report of its

contents.

6. The facilitator will present the Professional Development Model of Smith and

Shoffner as a possible approach that facilitates technology integration into the

curriculum.

7. The facilitator will present the possibilities of Microsoft Excel for the creation of

databases, monitoring of the progress of the instructional activities, administrative

decision making, as well as for the handling of a budget.

8. Computer Lab Exercise: the facilitator will promote active participation, assigning

groups to prepare a spreadsheet using Microsoft Excel, using the data of a fictitious

budget, provided by the facilitator.



9. The facilitator will present the assignments for the next workshop and clarify any

doubt that could arise.

Assessment:


through Blackboard.


Performance Task Assessment List for Group Work (Appendix C ), they will submit it

through Blackboard.




Taller Cuatro

Objetivos Específicos:

1. Presentar soluciones a problemas hipotéticos educativos y administrativos usando

aproximaciones tecnológicas.

2. Manejar el equipo tecnológico en una presentación delante de un auditorio.

3. Demonstrar dominio práctico del uso de Microsoft Excel en el salón de Clase.

Objetivos del Lenguaje:

1. Dada una actividad en grupo, los estudiantes discutirán posibles soluciones a

problemas educativos y administrativos utilizando vocabulario y pronunciación

correctos.

2. Dado un artículo sobre técnicas de presentación utilizando equipos tecnológicos, el

estudiante leerá y resumirá el mismo, identificando efectivamente la idea principal

haciendo uso correcto de gramática y conjugación de verbos.

3. Los estudiantes identificarán posibilidades de uso del programa Microsoft Excel en

el salón de clase, haciendo uso correcto de gramática y conjugación de verbos.

Enlaces Electrónicos:

http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm#goals

http://horizon.unc.edu/projects/monograph/CD/

http://www.atomiclearning.com/excelxp_intro_espanol

http://office.microsoft.com/en-us/FX010858001033.aspx

http://learntech.ties.k12.mn.us/Excel_Classroom_Projects

http://t4.jordan.k12.ut.us/professional_development/Excel/excel_classroom.html

http://www.studygs.net/speaking.htm

http://technologysource.org/article/using_powerpoint_in_academic_meetings_and_profe

ssional_presentations/

http://www.allbusiness.com/legal/legal-services-lawyers/10584398-1.html

http://www.marketwatch.com/news/story/san-jose-unified-school-

district/story.aspx?guid={DC54637D-D833-408C-AFE9-197B03627CDC}

http://www.annex36.de/pdf/us1.pdf



Asignaciones antes del Taller Cuatro:

1. Realizar una investigación electrónica sobre proyectos tecnológicos en escuelas de

Estados Unidos de América y preparar una presentación PowerPoint de al menos

tres diapositivas sobre el mismo. Por favor incluya la información siguiente:

• Enlace electrónico para tener acceso a la página Web de la presentación.

• Lugar en el cual está siendo desarrollado.

• Fotos (si disponible) con títulos que expliquen el proyecto presentado.

• En la última diapositiva de la presentación, presente una opinión del proyecto

desde el punto de vista de un administrador.

2. Realizar no menos de tres entrevistas con profesores, administradores, personal,

así como a estudiantes de escuela secundaria, media o elemental, sobre el uso

corriente de tecnología e Internet en sus escuelas. Haga que ellos piensen como es,

como les gustaría que fuera, y como ellos ven sus escuelas en cinco años desde el

punto de vista tecnológico.

3. Utilizando la información de sus entrevistas prepare un informe en Microsoft Word

que resuma sus conclusiones. Escriba un párrafo de cierre en su informe con su

opinión sobre estas entrevistas. Por favor, incluya la edad, sexo, posición, y el grado

escolar de aquellos incluidos en sus entrevistas. (No use nombres . La participación

de aquellos entrevistados debe ser anónima .) Estar listo a compartir su trabajo en

clase (usar matriz en Anejo I como guía de evaluación).

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Presentación oral individual. Cada estudiante presentará el resultado de su

investigación sobre proyectos tecnológicos en escuelas de Estados Unidos de

América. Esta no debe exceder de los 10 minutos.

3. Al finalizar la presentación cada estudiante explicará brevemente el proceso de

elaboración del material usado y de selección de la tecnología usada.

4. El facilitador promoverá la participación de la clase dividiendo la clase en grupos,

para hacer un análisis de los proyectos presentados por los integrantes de cada

grupo. Cada grupo nombrará un vocero para presentar a la clase las conclusiones



sobre similitudes y diferencias entre los proyectos presentados y las posibles

corrientes de desarrollo tecnológico que se hayan identificado.

5. El facilitador promoverá la participación de la clase dividiendo la clase en grupos.

Cada grupo debe utilizar la información obtenida en las entrevistas realizadas

previamente al taller para identificar similitudes y diferencias entre las diferentes

instituciones educativas en las cuales se realizó la investigación.

6. Cada grupo nombrará un vocero para exponer ante la clase las conclusiones a las

que se llegó luego de la conclusión.

7. El facilitador hará una presentación sobre la situación presente y proyección futura

del uso de equipamiento tecnológico en la educación en los Estados Unidos,

debiendo hacer referencia a las conclusiones presentadas por los grupos de análisis

de entrevistas.

8. El facilitador hará una presentación sobre los posibles usos de Microsoft Excel

como herramienta en el salón de clases (presentación de gráficos, posters,

calendarios y otros).

9. Ejercicio de Laboratorio de Computación: El facilitador dividirá la clase en grupos y

les suministrará la información necesaria para realizar un ejercicio con Microsoft

Excel de elaboración de un poster (instrucciones al efecto pueden ser encontradas

en

http://t4.jordan.k12.ut.us/professional_development/Excel/excelfiles/Excel_Posters.p

df

10. El facilitador presentará las asignaciones para el próximo taller y aclarará cualquier

duda que pudiera presentarse.

Avalúo

1. El estudiante elaborará el Diario Reflexivo localizado en el Anejo B y entregará el

mismo a través del Blackboard.

2. Se evaluará la participación diaria de acuerdo a la matriz en el Anejo A.

3. El facilitador evaluará la entrevista usando las preguntas y la matriz del Anejo I.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


1. Summarize advantages and disadvantages of the technology in the educative field

and of the school administration.

2. Contrast different viewpoints regarding the implementation of policies in integrating

technology in education.

3. Analyze the procedures for effective financial planning for the acquisition of

technology for an educational institution.

4. Use a Microsoft Excel spreadsheet for planning a budget of a school.


1. Summarize in a paragraph the advantages and disadvantages of the use of

technology in the educative field using the specific vocabulary correctly.

2. Given a press or magazine article about policies in integrating technology in

education, the students will identify and present the main idea using correct English

pronunciation.

3. Given an activity in group, the students will discuss how to use a spreadsheet of

Microsoft Excel for planning a school budget using the correct vocabulary and

correctly pronouncing the name of the different elements.


http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm

http://books.google.com/books?id=JSNAE3TWzvIC&pg=PA80&lpg=PA80&dq=advanta

ges+and+disadvantages+of+the+technology+in+education&source=bl&ots=DYJloehVt8

&sig=d2mei5I2NqOy7PhVQbsSCOaWYJ0&hl=en&ei=OXKsSeraEZnEMs3piegE&sa=X

&oi=book_result&resnum=10&ct=result#PPA80,M1

http://www.ncrel.org/tech/planguide/guide.pdf



http://www.portlandschools.org/CTS/techlresupp/pages/mainpage.htm

http://pdfs.scarecroweducation.com/sc/tjt/sctjtep_winter2004.pdf

http://www.wtvi.com/TEKS/04_05_articles/read-write-web.html

http://its.unc.edu/TeachingAndLearning/index.htm

http://www.ifets.info/journals/10_4/16.pdf

http://www.docstoc.com/search/How-to-use-the-EXCEL-Budget-form/

http://www.associatedcontent.com/article/297066/how_to_draw_up_a_budget_using_mi

crosoft.html

Assignments before Workshop Five:

1. Based on your research and using the recommended URL’s or any other source that

you deem appropriate, write a paragraph about your perception of the convenience

of the use of technology in education.

2. Do a research and be prepared to discuss in class different viewpoints regarding the

implementation of policies in integrating technology in education.

3. Using the recommended URL’s, search for a tutorial in Microsoft Excel and the use

of spreadsheet as tool for preparing and presenting a budget.

4. Search in the Internet for an article about polices in integrating technology in

education and following the guidelines of the Appendix E, write a critical analysis of

it.

Activities :

1. The facilitator will start the class with a short review.

2. The facilitator will present the video “A Vision of K-12 Students Today” in

http://www.youtube.com/watch?v=_A-ZVCjfWf8&feature=related.

3. Using a group activity of Think-Pair-Share the students will analyze the content of

the video. This activity involves a three step cooperative structure. During the first

step individuals think silently about a question posed by the instructor. Individuals

pair up during the second step and exchange thoughts. In the third step, the pairs

share their responses with other pairs, other teams, or the entire group. (In English)



4. The facilitator will promote active participation, assigning groups to discuss the

summary of the article about policies in integrating technology in education. Each

group will select an article and present an oral report of its contents. (In Spanish).

5. The groups assigned for the proposal on technological equipment will present to the

class using a PowerPoint. After each presentation, the facilitator will open a period of

questions and answers in order to analyze the rational of each proposal. (In English.

Use Appendix H evaluation as a guide).

6. Students will hand in the proposal.

7. The facilitator will promote active participation, assigning groups to discuss and

present their conclusion on their findings in the use of a spreadsheet to prepare and

present a school budget.

8. Closing activity. The facilitator will promote an activity of round table to reflect on the

outcomes of the course. The facilitator will initiate the discussion with questions on

the opinion of the participants about which was the most important activity for them.

(In Spanish).

Assessment:


through Blackboard.


Performance Task Assessment List for Group Work (Appendix D ), they will submit it

through Blackboard.




Anejos/Appendixes



Anejo A/Appendix A

Classroom Participation Rubric EDAG 644

Name: Date: Arrival Time:

Criterion Quality

Degree to which student integrates course readings into classroom participation

often cites from readings; uses readings to support points; often articulates "fit" of readings with topic at hand (5)

occasionally cites from readings; sometimes uses readings to support points; occasionally articulates "fit" of readings with topic at hand (3)

rarely able to cite from readings; rarely uses readings to support points; rarely articulates "fit" of readings with topic at hand (1)

unable to cite from readings; cannot use readings to support points; cannot articulates "fit" of readings with topic at hand (0)

Interaction/participation in classroom discussions

always a willing participant, responds frequently to questions; routinely volunteers point of view (5)

often a willing participant, responds occasionally to questions; occasionally volunteers point of view (3)

rarely a willing participant, rarely able to respond to questions; rarely volunteers point of view (1)

never a willing participant, never able to respond to questions; never volunteers point of view (0)

Demonstration of professional attitude and demeanor (preparation)

always demonstrates commitment through thorough preparation (5)

rarely unprepared (3)

often unprepared (1)

rarely prepared(0)

Demonstration of professional attitude and demeanor (arrival time)

arrives on time (5) arrives 10 minutes late (4) arrives 15 minutes late (3)

arrives 20 minutes late (2) arrives 30 minutes late (1)

arrives more than 30 minutes late (0)

Total points out of 20_________



Anejo B/Appendix B

Diario Reflexivo Nombre ____________________________ Fecha ____________________________ El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de

cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto

evaluación. Luego de concluido cada taller, usted deberá reflexionar sobre lo

presentado en él y contestará las preguntas que aparecen a continuación, analizando

los trabajos de ese día. El análisis de cada taller será incluido como parte de los

trabajos de su portafolio.

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Daily Journal

Name ____________________________ Date ____________________________ The purpose of this journal is to be able to reflect on the significance of this

course. You should draw on your own experiences for examples of the ideas you are

studying. You can also speculate about how you might apply what you are learning in

class. This process will help in your self-analysis. At the end of each workshop, you

should reflect on the topics presented and answer the following guide questions. This

analysis will be included in your portfolio.

1. Today I learned ….

2. The topic presented in class today helps me to ……

3. I can apply what was presented in class today to some aspects of my personal

life or to any other past experience …



Anejo C/Appendix C



Anejo D / Appendix D

Performance Task Assessment List for Group Work

Name:__________________________ Date_______________________

Instructions: Fill one form for each group member. In the space provided fill out the name

of each group member and evaluate their performance in the group. Use the following

scale:

Completely agree

(4)

Agree (3) Disagree (2) Completely disagree (1)

Evaluation Criteria

Group Member Names

The student comes to the group prepared for the group work.

The student completes all individual tasks for the group on time and with quality

The student participates in a constructive manner.

The student encourages others to participate in a constructive manner.

The student is a good active listener.

The student supports his or her position

in a strong and thoughtful manner.

The student disagrees in an agreeable

manner.

The student can reach compromises.

The student helps the group follow

directions and meet the timelines.

The student promotes positive human relations in the group.



Anejo E/Appendix E

Guía para el Análisis de un Artículo

Instrucciones:

1. Lea el articulo por primera vez para tener una noción de lo que se trata.

2. Resumen

a. Prepare un resumen del mismo contestando las siguientes preguntas:

b. ¿Cuál es el título del artículo?

c. ¿De qué habla?

d. ¿A qué conclusiones llega el autor?

e. Estas tres preguntas deben ser contestadas en forma de ensayo en la

primera página del análisis.

3. Prepare el contestando las siguientes preguntas:

a. ¿Guarda relación el título del artículo con el contenido? ¿Le pondrías otro

título?

b. ¿Qué beneficio encuentras en el artículo en términos pedagógicos?

c. ¿Cuáles son los puntos más importantes del artículo y por qué?

d. ¿Estás de acuerdo con estos puntos?

e. ¿Es claro el vocabulario utilizado por el autor?

f. ¿A qué conclusiones llegas luego de la lectura del artículo?

4. Recuerde redactar el análisis utilizando la primera persona del plural.

a. Ejemplo: Entendemos, afirmamos, puntualizamos, consideramos, etc.

5. Al referirse al autor utilice verbos efectivos como:

a. Enfatiza, elabora, afirma, entiende, establece, cataloga, analiza, sintetiza,

aplica, indica, etc.



Anejo F/Appendix F

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del Estudiante: _______________________ Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo G/ Appendix G

Guidelines for Developing a Grant

A. Cover Page

Include the university heading.

On the center of the page, include the name of your project.

Include your name below the project’s name.

Stipulate amount of funds requested.

At the bottom of the page, include course name and coding.



Anejo H/Appendix H

Rubric for Grant Evaluation

Criteria Comments Posible

Points

Points

Earned

A. Cover

5

B. Abstract

15

C. Need

25

D. Expected

Outcomes

10

E. Activities

10

F. Evaluation

10

G. Management

Plan

5

H. Continuation

5

I. Budget

15

Total 100



Anejo I/Appendix I

Guía de Entrevista

Utilice las siguientes preguntas para su entrevista:

1. ¿Conoce usted el plan tecnológico de su distrito escolar y escuela?

2. ¿Conoce usted el nombre del coordinador de tecnología en su escuela?

3. ¿Conoce usted si existen equipos tecnológicos que pueden ser prestados para

el uso en el salón de clases?

4. ¿Sabe usted si puede realizar tareas de su vida personal utilizando el servicio de

Internet de su escuela?

5. ¿Se requiere autorización de los padres para que los estudiantes de su escuela

puedan acceder a Internet?

6. ¿Sabe usted si se escuela cuenta con un filtro de protección que imposibilite el

acceso de estudiantes a páginas inapropiadas de la Internet?

7. ¿Sabe usted si está permitido leer correo electrónico personal o del trabajo en

horas de instrucción?

8. ¿Puede usted instalar Microsoft Office en su computadora personal utilizando

una licencia de la escuela?

9. ¿Sabe usted si existen estándares de tecnología que los maestros deben

alcanzar?

10. ¿Entiende usted que es posible que sus estudiantes posean más conocimientos

de computadoras e Internet que usted?



Interview + Reflection EDAG 644

Rating Criteria

90-100

• engaging, creative, and thoughtful questions • precise, vivid, and sophisticated vocabulary; varied patterns and lengths of sentences • coherent and organized structure • chosen form effectively and innovatively conveys content • relevant and intriguing use of details used in reflection to convey personality and experience of

person interviewed • few surface feature errors; only noticeable if looking for them

80-89

• clear and thoughtful questions • complex, precise vocabulary and varied sentences • logical organization • chosen form effectively conveys content • relevant and careful use of details used in reflection to convey personality and experience of person

interviewed • few surface feature errors; occasional spelling or punctuation errors

70-79

• quite well developed and detailed questions • generally precise vocabulary and complex sentence structures containing minimal errors • obvious organization • chosen form appropriate for content • relevant use of details used in reflection to convey personality and experience of person

interviewed • generally few surface feature errors; some punctuation, spelling, or pronoun reference errors

60-69

• direct and usually clear questions • straightforward vocabulary and effective sentences that are rarely complex or varied • organization evident • chosen form generally appropriate for content • competent use of details used in reflection to convey personality and experience of person

interviewed • surface feature errors such as comma splice, spelling, or pronoun reference errors

Comments:



Anejo J/ Appendix J

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix J2 ).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix J1 ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix J5 ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix J6 ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix J7 ).



Anejo J1/Appendix J1

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate




Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10




Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.




Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus




Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments




Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed

without my consent.

By signing this document I authorize the office of Assessment and Placement to keep

a copy of my portfolio for six months and return it to me at the end of this period of

time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date




Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed

without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep

a copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K

COURSE EXPECTATIONS

Objective : To align the objectives of the course with the student’s expectations.

Procedure:

Students will write their expectations of the course, the perceived objectives and their

goals to be achieved with the course. The student will share their expectations with

the rest of the group.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

______________________________



Anejo L/Appendix L

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

El participante ofrece un análisis suficientemente sólido y sin dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional durante la conversación.

1 punto

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto

Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto

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