Evidence of professional competency in Scholarship

2.1 Introduction

My Philosophy of Scholarship includes a need to learn, a passion for educational technology and professional development, and a need to encourage the use of technology effectively in engaging and positive learning experiences for all learners. My evidence includes assignments for ISDT Courses as well as notes from my personal and professional learning that serve as evidence of my commitment to continuing my own learning as well as learning from my own Professional Development experiences. Effective teacher integration of educational technology has a direct impact on student learning and is a critical topic of discussion at educational technology conferences; I have evidence of being a presenter at multiple educational technology conferences. My hope and goals for being a frequent conference presenter are to not only learn more about how educators are successfully, intentionally, and efficiently integrating technologies into their classrooms, but to share my own experiences successfully integrating technology into my library lessons and classrooms. 

Competencies related to scholarship refer to the knowledge, skills, and attitudes that are necessary for successfully pursuing and achieving academic goals. 

• Research and critical thinking skills: the ability to analyze, interpret, and synthesize information from a variety of sources, and to apply that information in solving problems or making informed decisions.

  • I have demonstrated this competency through my Research Paper. 

• Writing and communication skills: the ability to effectively communicate your ideas and research findings through writing, presentations, and other forms of communication.

  • I have demonstrated this competency with a writing sample. My paper on Field Studies on Second-Order Barriers was submitted to the Journal of Technology-Integrated Lessons and Teaching. It was not accepted, but I will continue to work on getting published. 

• Intellectual curiosity: a strong desire to learn and expand your knowledge, and a willingness to take on new challenges and engage in new experiences.

  • I have demonstrated this competency with an assignment for ISDT 7325 with Dr. Cheng, I learned about First and Second Order Barriers to Technology Integration and it fueled my desire to research teacher beliefs and technology integration. 

• Time management and organization: the ability to effectively manage your time and prioritize tasks to meet deadlines and achieve your goals.

  • I have demonstrated this competency by being able to juggle my academic life and career as a doctoral student, a full-time job, and all of the work that I do with professional organizations and online. 

• Self-directed learning: the ability to identify your own learning needs, set goals, and seek out resources to achieve those goals.

  • I demonstrate this competency by Identifying what I want to learn more about and seeking ways to learn to fill those gaps whether It be online on webinars, on social media, or at educational conferences. This can be seen below In my notes from my own learning at conferences. 

• Collaboration and teamwork: the ability to work effectively with others, share ideas, and provide constructive feedback.

  • I demonstrated this competency when my team and I evaluated two different school districts' Technology Sustainability plans for ISDT 7325. 

2.2 primary evidence

EDLD 7372 Complete research proposal

My paper on Field Studies on Second-Order Barriers was submitted to the Journal of Technology-Integrated Lessons and Teaching. 

AECT 2022 Conference Presentation

 Patterns of emotional experiences during emergency remote teaching in Taiwan was accepted as a conference presentation for the AECT 2022 Annual Conference In Las Vegas. 

AECT 2023 Webinar

Using “Explorations” to Sharpen Qualitative Inquiry  

Paul Eaton, Karina Quilantan-Garza, Arlene Ramirez, James Wilson, & Stephanie Galvan-Russell

This paper presents reflections from a group of advanced doctoral scholars and their professor of qualitative inquiry. To develop skills, mindsets, and attitudes necessary for qualitative research, we must learn to look at the world through different perspectives, raising new questions, and embracing ambiguity. In the introduction to qualitative inquiry course, we used Keri Smith’s book How to be an Explorer of the World. In a series of wikis across the term, students grappled with their explorations, reflecting on how the explorations might impact their future research, the role of sensory observation in qualitative inquiry, and how the explorations changed their relationship with the world around them. Students took a variety of approaches to sharing their explorations – creating websites, using video, digital media, photography, personal written reflections, and art. Our paper opens space for thinking about how we teach and learn qualitative inquiry beyond traditional methodologically based approaches.  

Journal of Technology-Integrated Lessons and Teaching article Reviewer

I volunteered to review an article for the Journal of Technology-Integrated Lessons and Teaching. The article that I reviewed was "Lights, Camera, Accessibility! Applications in Video Design." 

2.3 supplementary evidence

Grant Applications

Diamond Bookshelf #31 Publication

TPACK, First, and Second Order Barriers

As part of my assignments for ISDT 7325 with Dr. Cheng, I learned about First and Second Order Barriers to Technology Integration and it fueled my desire to research teacher beliefs and technology integration. 

ISDT 7315 network design application proposal

TCEA 2023 Conference Presentations