5303 Compilation Post

Introduction

I didn't know exactly what to expect from this course since it seemed like it was dedicated to setting up the ePortfolio. However, in retropect I see that the title of the course is "Applying Educational Technology: Portfolio," which is much broader than just developing a portflio. Although we talked about the digital portfolio in our meetings I was surprised that it wasn't front and center. We were supposed to work on it behind the scenes, and, honestly, that makes a lot of sense because it's like a long-term project. It's something that I had to experiment with by trial and error.

Honestly, I was surprised by how frustrating building a website became because I've built sites on Wordpress before. I thought I would breeze through the development phase, but I hit roadblock after roadblock as I mentioned in my first blog post as well as "Crash and Burn." Essentially I went from Wordpress.com to Wordpress.org hosted on Bluehost.org to Wix.com to Google Sites. When I landed on Wix I thought it was going to be great, but I wasn't impressed at all. It was slow and I couldn't use my district laptop so I was always relying on my daughter's laptop. Those two factors drove me to Google Sites, which I had sworn I wouldn't use. However, I realized that I could use my laptop while all the other sites were blocked by my district, sites moves and edits much faster, and really the look isn't much different. You have less options, but my Wix site didn't look much different from a Google Site as it stood. The only tricky thing is the blog since Sites doesn't have a blog feature, but it didn't take me long to create a workaround. I built my site in Google in a fraction of the time it took in Wix. You can move easily from page to page and the editor doesn't bog down. In the end, I’m much happier with my current set up and feel that I’ve laid a solid foundation that I can build on.

Evaluation of Successes

ePortfolio: I managed to create three portfolio websites before landing on one. As frustrating as that was, which I described in "Crash and Burn," I believe that my perseverance led to some real success in developing my portfolio. I'm more clear about what I'm doing with this portfolio and most of all, I really feel that I've made it my own. Ironically, I was initially set against using Google Sites and now I've ended up using Google Sites four platforms later. It works out really well because I've come to realize that if I were ever able to convince the implementation of digital portfolios at the secondary level, the only option students would have is Google Sites. This site serves as a model for any teacher or administrator that may be skeptical that it's possible to use Sites.

Collaborative Group: Our group rallied quickly and developed a solid game plan. We got a great rhythm and had a lot of fun. I think the fact that everyone was willing to think strategically and systematically really helped us to be effective, which left a little time to joke and have some fun. Daniel, one of our group members created a graphic to memorialize our group learning which culminted in the leadership role simulation. The picture was AI generated, of course.

Areas of Growth or Improvement

I would say that one area of growth is the same as one of my areas of success. The portfolio is going well, but I have a long way to go. Lots of trial and error and development of systems. I'm still trying to figure out visuals as well. The other area that I think I need a lot of work is blogging. I have lots of ideas, but taking the time to write them out is a challenge. I thought it would be easier than it is, but clearly it takes strategy and discipline.

Summary and Reflection of Each Assignment

Exploring Digital Resources

This assignment pushed me to intentionally explore digital tools that I would not have otherwise taken the time to learn, and it ended up being more practical than I expected. Each tool served a different purpose, but collectively they reinforced how the right technology can improve efficiency, engagement, and organization in my work. Tools like Toggl Track and Whimsical immediately added value by helping me better manage my time and create visuals more efficiently, while Mentimeter and Padlet offered strong options for increasing interaction in professional learning settings. Not every tool was seamless—Answer Garden, for example, highlighted how unreliable technology can disrupt a presentation—but even that experience was valuable in helping me refine my expectations for usability and reliability.

Reflecting on this process, I realized that I tend to stick with familiar tools unless I have a clear reason to branch out. This assignment forced that shift, and I found that several of these tools will become part of my regular workflow. More importantly, it reinforced the idea that technology should be selected strategically based on function and context, not just novelty. Moving forward, I plan to be more intentional about exploring and evaluating digital resources that can support both my efficiency and the engagement of the teachers I work with.

Leadership Role Simulation

The leadership role simulation was quite the group experience. Each person in our group was supposed to pick a leadership style that we're least like, and then we were supposed to research this style so that we could prepare to play that role for a simulation. Our assignment was to role play a scenario where a university was dealing with how to handle AI use among students. I was the transformational leadership style, so I was naturally pro AI use. My leadership style iinspires and motivates people by casting vision.

Blog Reflection

Throughout my blog posts, I reflected on the process of building my ePortfolio, not just as a website, but as a space for growth, voice, and professional learning. I wrote about the frustrations of moving beyond simple platforms, the learning curve of creating a more permanent site, and the reward that came from seeing my ideas begin to take shape. I also explored how ePortfolios can help educators document growth, share learning with others, and develop a stronger professional identity.

Several of my posts connected to the larger shift happening in education: moving from teacher-centered instruction toward more flexible, student-centered, technology-supported learning environments. I reflected on how digital tools can support creativity, collaboration, and accessibility, while still needing to be balanced with hands-on, meaningful learning experiences. I also considered leadership through the lens of growth mindset, feedforward, and voice. Overall, these blog posts helped me see that becoming a digital leader is not about having everything figured out, but about learning openly, reflecting honestly, and using my voice to contribute to the growth of others.

Reflection of Collaborative Discussion Group

Our group rallied quickly and developed a solid game plan. We got a great rhythm and had a lot of fun. I think the fact that everyone was willing to think strategically and systematically really helped us to be effective, which left a little time to joke and have some fun. Daniel, one of our group members created a graphic to memorialize our group learning which culminted in the leadership role simulation. The picture was AI generated, of course.

Summary of Learning

This course stretched me more than I expected—not just in learning new tools, but in rethinking what learning actually looks like. I came in thinking an ePortfolio was mainly about showcasing work, but I’ve come to see it as something much deeper. It’s about ownership. It’s about telling the story of learning in a way that connects ideas, growth, and purpose. I had to wrestle with design decisions, organization, and even my own mindset about control—moving from completing assignments to curating meaningful evidence of learning. That shift alone changed how I approach both my own work and the way I think about students and teachers.

At the same time, this course pushed me to think more like a leader of learning, not just a participant. I began to see how educational technology isn’t about the tools themselves, but about how those tools can empower voice, choice, and authentic learning experiences. Building my ePortfolio forced me to apply those ideas in a real way—problem-solving, iterating, and pushing through frustration when things didn’t work the way I expected. In the end, I’m walking away with more than a website. I have a clearer vision for how learning can be captured, shared, and owned in a way that actually reflects growth—not just compliance.

Page updated

Google Sites

Report abuse