The Master’s e-Portfolio represents the final assessment used in lieu of the comprehensive examination for the Educational Technology program at The University of Texas Rio Grande Valley (UTRGV). The electronic portfolio, or e-Portfolio, reflects progress and growth over time. Each student will select, review, evaluate, and show works that reflect the achievement of the five professional standards addressed in the M.Ed. program.

The curriculum for the Master of Education (M.Ed.) in Educational Technology program is aligned to the 2012 Standards developed by the Association for Educational Communications and Technology (AECT) to define the field of educational technology and to specify the knowledge base for the field.

Students submit the e-Portfolio for final evaluation within the final 6 hours of the program. e-Portfolio deadlines coincide with the Master’s Thesis deadlines for document submission.

  • 2012 Educational Technology Professional Standards


    The curriculum for the Master of Education (M.Ed.) in Educational Technology is aligned to the   2012 Standards  developed by the Association for Educational Communications and Technology (AECT) to define the field of educational technology and to specify the   knowledge base  for the field. Each key assessment is aligned to these standards.

    Click on the following link to view the   previous AECT Standards and Professional Responsibilities and Matrix.

    AECT Standard 1 – Content Knowledge. Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.

    • 1.1 Creating.  Candidates demonstrate the ability to create instructional materials and learning environments using a variety of systems approaches.
    • 1.2 Using.  Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
    • 1.3 Assessing/Evaluating.  Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
    • 1.4 Managing.  Candidates demonstrate the ability to effectively manage people, processes, physical infrastructures, and financial resources to achieve predetermined goals.
    • 1.5 Ethics.  Candidates demonstrate the contemporary professional ethics of the field as defined and developed by the Association for Educational Communications and Technology.

    AECT Standard 2 – Content Pedagogy. Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.

    • 2.1 Creating.  Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
    • 2.2 Using.  Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
    • 2.3 Assessing/Evaluating.  Candidates demonstrate an inquiry process that assesses the adequacy of learning and evaluates the instruction and implementation of educational technologies and processes grounded in reflective practice.
    • 2.4 Managing.  Candidates manage appropriate technological processes and resources to provide supportive learning communities, create flexible and diverse learning environments, and develop and demonstrate appropriate content pedagogy.
    • 2.5 Ethics.  Candidates design and select media, technology, and processes that emphasize the diversity of our society as a multicultural community.

    AECT Standard 3 – Learning Environments. Candidates facilitate learning by creating, using, evaluating, and managing effective learning environments.

    • 3.1 Creating.  Candidates create instructional design products based on learning principles and research-based best practices.
    • 3.2 Using.  Candidates make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.
    • 3.3 Assessing/Evaluating.  Candidates use multiple assessment strategies to collect data for informing decisions to improve instructional practice, learner outcomes, and the learning environment.
    • 3.4 Managing.  Candidates establish mechanisms for maintaining the technology infrastructure to improve learning and performance.
    • 3.5 Ethics.  Candidates foster a learning environment in which ethics guide practice that promotes health, safety, best practice and respect for copyright, Fair Use, and appropriate open access to resources.
    • 3.6 Diversity of Learners.  Candidates foster a learning community that empowers learners with diverse backgrounds, characteristics, and abilities.

    AECT Standard 4 – Professional Knowledge and Skills. Candidates design, develop, implement, and evaluate technology-rich learning environments within a supportive community of practice.

    • 4.1 Collaborative Practice.  Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.
    • 4.2 Leadership.  Candidates lead their peers in designing and implementing technology-supported learning.
    • 4.3 Reflection on Practice.  Candidates analyze and interpret data and artifacts and reflect on the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance their professional growth.
    • 4.4 Assessing/Evaluating.  Candidates design and implement assessment and evaluation plans that align with learning goals and instructional activities.
    • 4.5 Ethics.  Candidates demonstrate ethical behavior within the applicable cultural context during all aspects of their work and with respect for the diversity of learners in each setting.

    AECT Standard 5 – Research. Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.

    • 5.1 Theoretical Foundations.  Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
    • 5.2 Method.  Candidates apply research methodologies to solve problems and enhance practice.
    • 5.3 Assessing/Evaluating.  Candidates apply formal inquiry strategies in assessing and evaluating processes and resources for learning and performance.
    • 5.4 Ethics.  Candidates conduct research and practice using accepted professional and institutional guidelines and procedures. Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology.
  • E-Portfolio Elements


    1. Home Page. The Home page is the first thing people see when they access the e-Portfolio. In 250 words, you will:

    • briefly introduce yourself (50 words)
    • state the purpose of the e-Portfolio (50 words)
    • describe how the e-Portfolio is organized (50 words)
    • suggest a best way to review the e-Portfolio for evaluators/readership including information of plug-ins, Web browser, and needed equipment (50 words)
    • provide contact information
    • provide date of last update

    2. Reflection letter.Write a 1500-word Reflection Letter, addressed to the Educational Technology faculty. Reflect on lessons learned as they relate to your professional goals, experiences in the program, next steps, and how you will use the new knowledge and skills in the future. Your reflection letter must include the following:

    • Description of your experience before the program using specific examples (200 words).
    • Description of your experience during/throughout the program using specific artifacts selected for the e-Portfolio (500 words).
    • Description of lessons learned by synthesizing those experiences aforementioned and giving advice to yourself and/or others (500 words).
    • Description of your future goal(s) and vision in relation to Educational Technology (300 words).

    3. Matrix. The Matrix serves as the advance organizer for the e-Portfolio. It delineates how each Key Assessment meets one or more of the AECT Professional Standards through their corresponding performance indicators. The Xs, identify which performance indicators are addressed by each Key Assessment.

    Standards Performance
    Project 1
    EDTC 6320
    Project 2
    EDTC 6321
    Project 3
    EDTC 6323
    Project 4
    EDTC 6325
    Project 5
    EDTC 6332
    1.1 x x x x x
    1.2 x x x x x x
    1.3 x x x
    1.4 x x x
    1.5 x x x x
    2.1 x x x x x
    2.2 x x x x x
    2.3 x x x
    2.4 x x x x x
    2.5 x x x x x x
    3.1 x x x x x x
    3.2 x x x x x
    3.3 x x x
    3.4 x x x
    3.5 x x x x x
    3.6 x x x x
    and Skills
    4.1 x x x x
    4.2 x x
    4.3 x x x
    4.4 x x x x
    4.5 x x x x x
    Research 5.1 x x x
    5.2 x x
    5.3 x x x
    5.4 x x

    4. Leadership Page. Through the Leadership page, you will demonstrate your leadership development and continued improvement of professional practice in the field of Educational Technology. List professional certifications, memberships in professional organizations, subscriptions to professional listservs, professional reading list, professional development and training received, social media networking, and other contributions to the profession.

    5. Key Assessments. At a minimum, the e-Portfolio must include the following 5 Key Assessments from your EDTC core courses. Students may showcase 1-2 additional products from their elective courses. Each project should reflect achievement of program standards and demonstrate continued improvement of professional practice through critical inquiry, professional development, and reflective practice. Each artifact must include an Artifact Report.

    • EDTC 6320 – Cooperative Project. Using a research-based design rationale for instruction, students will work collaboratively to develop an online module for an assigned topic involving an emerging technology. The project includes an analysis of the audience, design of the instructional wiki, development of project, and formative assessment of the materials, a design document file, a design rationale, and an evaluation report.

    • EDTC 6321 – Instructional Design Project. Using the Dick and Carey instructional design model, students will design, develop, implement and evaluate of a 30-minute Instructional Unit for a specific target audience in a specific learning environment. The project is broken down into five parts:

      • IU1: Identifying learners, their environment, and an Instructional Goal.
      • IU2: Conducting a task analysis and identifying the instructional objectives.
      • IU3: Writing the performance objectives and assessments.
      • IU4: Developing the instructional strategy.
      • IU5: Conducting a formative evaluation.
    • EDTC 6323 – Interactive Multimedia Object. Students will design and develop an interactive multimedia object for a specific instructional need. A learning object is an instructional unit of an online course (or a small part of supplemental material used in face-to-face courses) that can be reused by another course or for other instructional purposes. The interactive multimedia object will be developed based on a design document and a research-based design rationale, and will undergo an evaluation process at the end.

    • EDTC 6325 – E-Learning Design Project. Students will develop an E-Learning Module using an open source courseware management system. The E-Learning Module will include a module description, outline, 4 self-contained lessons, and a final assessment. The E-Learning Module project is divided into six parts:

      • Part 1: E-Learning Module Proposal
      • Part 2: Module Description and Outline
      • Part 3: Blackboard Interface Design
      • Part 4: Adding Content (Overviews, Assignments, and Discussion Activities)
      • Part 5: Adding Assessments (Developing Online Quizzes)
      • Part 6: Adding Multimedia (Developing Multimedia Presentations)
    • EDTC 6332 – Educational Technology Practicum. Students will apply the knowledge and theory from previous courses toward the solution of an actual instructional/training problem in a real-world context. The practicum project consists of three parts: a proposal, an instructional package, and a synopsis of “lessons learned.” Students will demonstrate the ability to: (1) solve a given human performance problem by evaluating and synthesizing learned knowledge, skills, and dispositions, (2) manage an instructional design project by using all the resources available, and (3) synthesize learned experience of developing a real life instructional solution to an identified human performance problem.
  • The Artifact Report


    Each Key Assessment showcased through the e-Portfolio must be accompanied by an Artifact Report. The Artifact Report is a reflective paper consisting of 3 sections:

    1. Project Description. Provide a 1-paragraph description of the project.
    2. Professional Standards Met. Identify the standards and performance indicators met through development of the product (either in the artifact itself or in an accompanying report). Provide a one-paragraph justification for how each performance indicator was addressed in the project.
    3. Modifications Made. Describe modifications made to your project after course completion reflecting your growth in the program over time. Keep copies of original and final drafts for all projects and include hyperlinks to prior draft(s) here. If no modifications are needed, provide a brief justification.
  • Download the Artifact Report Templates


    Click on the following links to download the Artifact Report Templates for each course.

  • The E-Portfolio Evaluation


    The Master’s e-Portfolio is submitted and reviewed by three Educational Technology faculty during the semester in which the student intends to graduate. In addition to successfully completing all other program requirements, the student must also receive a “Pass” judgment on the e-Portfolio from at least 2 of the 3 faculty reviewers in order to graduate. Click on the following link to download the 30-Hour Review Form.


    The e-portfolio evaluations will be evaluated in your final semester before graduation.

    • Fall Graduation – E-Portfolios due November 1.
    • Spring Graduation – E-Portfolios due April 1.
    • August Graduation – E-Portfolios due July 1.
  • E-Portfolio Template


    You may develop your e-Portfolio on a number of platforms, including a blog or hosted web site. If you have web authoring experience, you may develop your own custom e-portfolio web site. Despite your preferred platform, your e-portfolio must include all of the elements described in previous sections.