Portfolio information for the MATLT Program Chuteah Mcjunkins Edu 697; Capstone: A Practice Approach Dr. K.

Pressey November 4, 2013

PROGRAM My Journey in the MATLT Program Being a heart monitor technician for 16 years, I have learned a lot about different technology. My job is to make sure each and every patient on a heart monitor is monitored correctly during my shift which is 7am-7pm/ 3 days a week. My job is to make phone call, write down each patient rhythms, rates and the time of everything that goes on with their hearts. In the MATLT Program I have learned new technology that is available in society and how to work it out in any form, shape or fashion with a few minor distractions from time to time. This program has really enhanced my teaching talents for future reference and also increased my technology skills incorporating instruction design principles. In this program, I have also continued to be aware of how learning is becoming the best answer to many obstacles in education. As a distance learning student, I am fully aware of how students can benefit from a teachers experience and expertise no matter what the location may be. The first program learning outcome I chose is Demonstrate knowledge and skills related to learning using technology. I chose this one as the first one because this is an everyday task used at my place of employment. This is actually first and foremost on our list of job descriptions and must be followed no matter what. We as monitor technicians (monitor techs) have to demonstrate knowledge and skills in the use of electrical and computer components of medical equipment systems as encountered with our job descriptions. We have to demonstrate a working vocabulary as well because we make phone calls and also receive the phone calls on our individual patients. As for being a

PROGRAM potential educator this outcome is of importance because an educator must give examples to students use of the new technology programs and software that are being offered today. We as educators have to find easier and more comfortable ways to make our students succeed at their education. Secondly, I chose the outcome Demonstrate knowledge and skills in current and emerging instructional technologies because this is a very important learning objective at my place of employment and also in my job description now as a monitor tech but some of the words used are in different order. Being in the medical field we must or at least should have a passion for patient safety. Patients are suppose to be number one inside a hospital no matter how we feel about our jobs and no matter how bad our day could be going. We have to do whatever it takes to improve the quality of patient care through developing sustaining professional skills. Being an educator is the same thing. We must have this good passion to want to teach and be there for those students to depend on for their academics, as their friend and their mentor as well. Students are supposed to look up to us and be able to explain what they can and what they cannot understand before we move on to the next lesson. Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners. In my job we are trained to train others. We train to use the type of technology we use on a daily so that everyone can be on one accord. We train others to learn the correct rhythms, the specific causes of any abnormalities and the way to set everything up on the computers. This outcome serves as a purpose on my job to have enough knowledge to help others learn exactly what we

PROGRAM know just in case they have to replace us or if they are hired in an available position. Todays learners are accustomed to technology-enhanced learning environments. I would have to say the next outcome pretty much just comes along with the previous one and our job makes sure it is there and met. Apply research to support learning in a technology enhanced environment, being that I do work in a medical field, so many different uses of technology is always available. Apply research in the medical field comes from the experience of all technology and what we have learned about technology as a whole. As for me being a potential educator, this outcome fits well into this as well. It is generally helpful and important to ask questions and make sure the students generally understand what a particular lecture and/or lesson is all about. We all have to be able to make accurate observations, develop conjectures, and test. We as educators are expected to teach students to solve problems that require knowledge necessary across many subject areas even as they are held accountable for the teaching and learning of isolated skills and information. Evaluate technology resources to facilitate effective assessment and evaluation. Being in the medical field, as a monitor tech, as of now, there are assessments and evaluations that must be given on and for each individual patient. Patient care technology has become increasingly complex, transforming the way nursing care is conceptualized and delivered. Before extensive application of technology we had to rely differently such as hearing to monitor the patient status and to detect change. The importance of this outcome to me as a potential educator is concerned this will help an educator as they use technology resources to collect and analyze data with students grades and/or reports. Educators can also model the use of technology tools to access

PROGRAM student learning of subject matter using a variety of assessment techniques. Different technologies can also assist educators in using technology to improve learning and instruction trough the evaluation and assessment of artifacts and data. Demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership. With my current job this is quite easy; we as monitor techs and our nurses have to be at least sure about certain rhythm changes on a patient. We cannot just make a phone call to a nurse without knowing for sure what exactly is what. As for being and educator, we have to make sure that technology being used by our students is checked out firmly by the staff and make sure it can be used, there must be no sexual content or vulgar expressions involved. All technology in schools should be checked and approved by all administrators first. Utilize technology to collect and analyze data, interpret results, and communicate; in the medical field this is definitely a major deal for us. In medical records all patients charts from previous to current hospital stays, therefore we as monitor techs must make sure everything is labeled correctly on each patient heart strips and the correct label sticker which matches the patient information is correct before it gets to medical records. This is important because we never want to mix any patient chart up with another patient. As for the potential educator part, this outcome of an educator, all students records must be completed and made sure they are the correct students information because just like a patient, you do not want one student grades to mistakenly be given to another student for whatever reason.

PROGRAM Exemplify ethical practices of technology use is the last but not least outcome: every job has to have its own rules, procedures and set of regulations. As a monitor tech now and an educator in the near future, I know there are certain requirements which have to be met and identified. It is always best to ask questions and take notes so that you will not miss out on anything. When ethics are applied to certain classes of people, whether they are in the medical or education field, ethical practices should be made a habit to follow. Technology circumstances tend to have a profound impact on people, especially educators and patient care givers. My PLOs were all ranked on the way my current job gives it and the way I felt about the others. They are all good outcomes and used as an everyday essential on my job being involved with patients and the different technologies being used on and for patients. To me, all the PLOs are just as important as the others and will be used on a job some time or another. Now we shall talk about my e-portfolio. This assignment has been the far most challenging assignment of them all. I must say I really disliked how all the portfolio sites would either shut me out or just plain did not want to cooperate with me. I am hoping and praying that it fits the description on our syllabus for my class and is correctly done. It only makes me nervous to know this is my last assignment forever and it comes to this, not knowing what I am really doing and on pins and needles. The only way I can see fit to work at all this was to not give up, press forward and remember the motivation I first set aside to ever get enrolled in the MATLT Program. It only makes me think back on how many times my enrollment advisor had to call me and me calling him just to tell him no, I cannot do this it is way too much. Well look at me now. This has been great for me

PROGRAM up until now ( just kidding). I have always been one to override anything and make myself do anything if I just put my natural mind to it. I also had to email different classmates and my professor of course to help. I also researched using different sites such as mindmeister to see if they shared anything about portfolios but found nothing. I also went back and forth looking at others previous portfolios to see what exactly I could not grasp, it helped some but not much, so what I did in the process of all this was pray. If prayer does not fix it I do not know what will. I am almost so sure that it is all going to work out for the best for me. I must say in this class was the most wonderful professor to help me overcome the obstacles of so much, thank you so much Dr. P. please remain as you are and always be the professor your students can work thing out with because that definitely means so much for me as a student and I know that will also for others. Creating an individual portfolio offers educators a way to give students explicit link academic learning with future planning and goal setting. While gathering up information for a portfolio, as a student, we tend to develop the self awareness, goal setting, and decision making skills essential for lifelong self determination. Portfolios offer authentic assessment grounded in students everyday problems, insights, and practical dilemmas. Portfolios also focus on both learning process and outcomes. Creating a portfolio requires new skills, critical reflection, and self analysis ( Fenwick & Pearsons, 1999). Portfolios captive the individual nature of academic development in which learning takes place. Portfolios also reverse the traditional evaluation paradigm by showing what students do know, rather than what they do not know (Easley, Mitchell, & Hynes, 2003).

PROGRAM There are many challenges you face when making a portfolio . some of the challenges may be easy for somewhere for others ut can be a bit difficult (Fenwick & Pearsons, 1999.) the challenges I personally faced are trying to find the right site to create my portfolio, getting my computer on task because of course it had a virus, and making sure all my information would be correct. I cannot say that ranking my PLOs were so much of a difficult challenge because they were coming from reality and the way things are on my job now and being a potential educator later. The frustration of making sure my portfolio was presentable was hard enough and kept me distracted from other things with my portfolio. Also, putting all my work in place was devastating and frustrating all at once because every single time I wanted to add something to my portfolio it seemed as though something would be deleted somehow. As for my redesign assignments, that was a lot more easier for me than everything else was. Basically with the redesigning my old work versus my new work, all I had to really do was add something by giving it more information. I can truly say that all of this was a great lesson learned and a big task for sure. I am so relieved and thankful for having the whole process finalized.

PROGRAM References Easley, S., Mitchell, K., & Hynes, M. (2003). Portfolios matter: when, where, why, and how to use them. English Quarterly, 35 (1). Retrieved from http;//search.proquest.com/docview Fenwick, T.J. , & Pearsons, J. (1999). A note on using portfolios to assess learning. Canadian Social Studies, 33 (3), 90-92. Retrieved from http://search.proquest.com/docview