Much of my learning in ECOMP 6102 was of the standard sort, do an exercise, have an experience, add a trick to the teaching bag.  Some of my best work occurred on the Reasoning paper, the Rubric and the Professional Growth/Conceptual Framework assignments.

What is not reflected in the course grades is how much of an effect this course will have on my classroom teaching and disposition towards students and grades.  I came into the course with experience in E-portfolio research and development.  I also came in with preconceived notions of what a Lesley University ECOMP course was like having taken 8 courses previously.   I was not expecting an online Technology in Education course to rock the foundations of my grading habits and beliefs.  

Between the assignments and the book: Student Involved Classroom Assessment by Richard Stiggins, I shifted grading paradigms.  I had been uncomfortable with the fact that in America, even in my little corner of America, we graduate students from high school who cannot demonstrate basic skills.  Quite a number of people had dropped the ball along the way and at one of them had been me.  Our school has always graded heavily on attendance and participation.  I now believe that focus needs to be introduced as part of the grading/conference information, but more as an explanation for lack of success on gaining the knowledge and skills that grades should measure.

A major plus for me in this course was the inclusion of an e-portfolio component.  I was pleased that the HTML skills I learned for other courses was utilized.  In addition, I found it interesting that I had already created a Lesley University Portfolio and will continue to build on it as an example for my students and as a representation of what I have learned and accomplished at Lesley University.