Portia C. Elliott, Ed.D.
Child, Family and Schools Division
TECS Department
School of Education

This semester-long sabbatical leave was dedicated to researching and perfecting the infusion of multi-media technology into mathematics methodology classes with the end results being improved face-to-face and web-based delivery of my classes. This Sabbatical Leave Digital Report was prepared to be “shaped to its purpose” -- its purpose being to demonstrate my new understandings of how to use Web 2.0 technologies to benefit communication and collaboration in my teaching and my professional development. Click here is see my application and the Dean’s authorization for this sabbatical leave.

To demonstrate a novel use of Web 2.0 technology in academic settings, I recreated my curriculum vitae so that it capitalized on multi-media technologies. Click here to see a web linked version my visual curriculum vitae which will be shared with undergraduates and graduates as a model they might adapt when seeking employment or graduate school admissions. When published to my website, all of the hyperlinks and visual images in this document will be active.

Finally, click here for a discussion of the “Relational, Reflective Digital Portfolio” (R-RDP) Model used to conceptualize and create this Sabbatical Leave Digital Report. This portfolio model was developed by colleagues at Ball State University for use by licensure candidates preparing their digital teaching porfolios. Using RapidWeaver software combined with a Web 2.0 blog technique, artifacts are linked to standards which get posted as blog “categories.” This Sabbatical Leave Report utilizes the same blogging technology but circumscribes its content with the International Standards for Technology Education’s (ISTE) National Educational Technology Standards for Teachers. (NETS-T).

The process of assembling this report has brought into focus my growing, yet inchoate, knowledge of emerging Web 2.0 technology, my new appreciation for the ISTE National Educational Technology Standards for Teachers, Students, and Administrators, and my desire to remain a lifelong learner in changing challenging “distributed learning communities.”

Read me upside down, too.