ITMA Studio - Portfolio

The process of developing electronic portfolios serves to provide meaningful learning contexts for the acquisition and application of instructional design and development skills. In addition, the portfolios will serve as a means of assessing and evaluating what you have learned from the program. The competencies you will develop are established by the Association for Educational Communications and Technology (AECT). In addition to these competencies, the electronic portfolio is designed to showcase the specific standards identified by the International Society for Technology in Education (ISTE). The ISTE standards represent recommended foundations in technology for all teachers, and they constitute the core of NCATE's professional education program technology standards.

AECT has adopted the following definition of Instructional Technology: "Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (Seels & Richey, 1994). For the ITMA portfolio, students should demonstrate competencies in the five areas covered in this definition. In addition, we have added what could be considered the 4-Rs: Research, Resources, Resume, and Reflections. Within the policies of the University and the judgment of the student's advisory committee, students may elect to emphasize certain knowledge, skill, or competencies and give less attention to others; however, demonstration of minimum knowledge, skill, or competency is required for each competency. With this in mind, here is a rundown of the ITMA portfolio requirements.

The information presented below should help you decide the type of artifacts appropriate for each section.

Component	Description
1. Design	Design is a planning function. Through the design process you specify the conditions that are part of the learning environment. Therefore, any documents that details the plans for the design of an instructional product are included. In these documents, you might discuss learners, context, instructional strategies, and technologies.
2. Development	Development is the actual creation of instructional materials. Included in this domain are the final products created from the plans detailed in the design documents.
3. Utilization	Utilization includes the use of processes and resources for learning, with the focus on the user’s perspective. What have you done to encourage the use of a particular type of media? What have you done to encourage the adoption of a new technology? What have you done to encourage that this new technology is incorporated into the organization?
4. Management	Management includes the actual or planned management of projects, resources, delivery systems, or information. This can include managing budgets, personnel, or supplies, as well as facilities, technology, or the information needed by individuals.
5. Evaluation	Evaluation determines the adequacy of something. This something may be a project, a program, or even a product, and in the end, a values is assigned to the thing.
6. Research	Includes developing an awareness of approaches and issues in quantitative and qualitative research as it relates to Instructional Technology. In addition, enhance students’ abilities to read and make sense of research they may encounter.
7. Resources	Includes identifying relevant resources that are appropriate to use in Instructional Technology. Also, explore and experiment with a variety of software and hardware that can be used as resources in various contexts.
8. Resumé	A page that documents a student’s goals, educational background, and work experiences.
9. Reflections	Variety of narratives documenting personal insight and growth in your journey to becoming an Instructional Technologist. Narratives should communicate reflections on all aspects of the portfolio development process, and the skills-knowledge-attitudes needed to personally succeed in the field of Instructional Technology.