Applying
Educational Technology: Portfolio
EDLD 5303
Dr. G. Harrrison

Expanding My Vision:
Build As I Grow

This page showcases key assignments, reflections, and leadership artifacts developed in EDLD 5303, Applying Educational Technology: Portfolio, demonstrating the application of digital learning principles, scholarly analysis, and evidence‑based leadership practices.
It highlights organized demonstrations of competency, including reflective writing, course‑aligned projects, and professional insights that connect theory to practice in higher education and clinical instruction. Visitors will gain a clear understanding of how leadership concepts, digital tools, and instructional strategies were integrated to support growth, critical thinking, and ongoing professional development.

EDLD 5303: Final Compilation & Reflection

echoED inSights – www.echoEDinSights.com

Introduction

My journey through EDLD 5303: Applying Educational Technology—Portfolio has been a transformative experience that reshaped how I understand reflection, digital presence, and leadership in education. When I began this course, I viewed the ePortfolio as a requirement. Now, I see it as a living, evolving representation of my professional identity—one that captures my growth, my values, and my commitment to continuous learning. This compilation post brings together the major components of my work in EDLD 5303 and demonstrates how each artifact contributed to my development as an educational leader.

Branded Tagline

"Echoed Insights: Reflecting Leadership, Amplifying Learning"

Building My ePortfolio: Echoed Insights

Creating my ePortfolio, Echoed Insights (www.echoedinsights.com), was both an exploration and an act of self‑definition. I first experimented with multiple platforms, Canva, Google Sites, and several others before finally determining that I would utilize the paid version of Wix. Once the platform was decided, I began experimenting with Wix layouts, navigation structures, and visual elements to create a space that reflects clarity, intentionality, and authenticity. My weekly reflections documented this process, capturing:

My evolving understanding of digital curation
My experimentation with design and structure
My reflections on the purpose and value of ePortfolios
My growing confidence in presenting my work publicly

Through this iterative process, I learned that an ePortfolio is not simply a container for assignments—it is a narrative space that reveals who I am as a learner and leader.

Educational Technology Leadership Role Simulation: Embodying Servant Leadership

One of the most meaningful artifacts in my ePortfolio is my Educational Technology Leadership Role Simulation, created collaboratively with my group. We were assigned Case Study #3, which presented a complex scenario requiring thoughtful leadership responses. Each member of the group represented a different leadership style, and together we developed an original, cohesive script that explored how each approach would address the challenges in the case.

My Role: Student Advocacy Leader (Servant Leadership)

I took on the role of the Student Advocacy Leader, grounding my approach in the principles of servant leadership. This assignment was especially stimulating because it required me to:

Conduct research on servant leadership theory
Understand its core values—empathy, listening, stewardship, and service
Step into character and apply those values authentically
Collaborate with peers to create a unified narrative
Present our work through a multimedia format

Our final presentation, Educational Technology Leadership Role Simulation, can be viewed here:
🔗 https://canva.link/i1sha0wmfwu65vp

This artifact represents my ability to integrate theory and practice, communicate collaboratively, and embody a leadership style that aligns with my personal values. It also reinforced the importance of centering student needs in decision‑making—an essential component of servant leadership.

Exploring Digital Resources: Evaluating Tools for Learning

Another key artifact in my ePortfolio is my Exploring Digital Resources assignment. In this project, I evaluated a variety of digital tools and reflected on their instructional value. This assignment helped me:

Develop a more critical lens for evaluating educational technology
Consider accessibility, usability, and alignment with learning goals
Recognize the importance of intentional technology integration
Identify tools that support learner engagement and autonomy

This exploration strengthened my belief that technology should enhance learning—not complicate it. Effective digital tools are those that empower learners and support meaningful instructional design.

Engagement in Learning Communities

Throughout EDLD 5303, I engaged actively in learning communities—both within the course and through my ePortfolio. These interactions allowed me to:

Exchange ideas with peers
Receive and provide constructive feedback
Strengthen my understanding through dialogue
Recognize the value of shared reflection

This engagement reminded me that learning is inherently social. My ePortfolio is not just a personal archive; it is a space for connection, collaboration, and professional presence.

My Learning Identity: Insights from EDLD 5303

Although I have not yet taken EDLD 5302, EDLD 5303 pushed me to reflect deeply on my identity as a learner and leader. Through my work in this course, I discovered that:

I learn best through hands‑on experimentation
I value clarity, structure, and intentional design
I am energized by research‑informed creativity
I thrive when I can connect ideas to authentic practice

These insights now guide how I approach future coursework and professional growth.

Bringing It All Together: A Cohesive Perspective

The artifacts in my ePortfolio—my weekly reflections, my leadership role simulation, my digital resource evaluation, and my community engagement—come together to form a unified narrative:

I am developing as a reflective, service‑oriented leader who uses technology intentionally and values the power of authentic, ongoing learning.

EDLD 5303 taught me that an ePortfolio is not a static product. It is a living, evolving representation of who I am becoming. This compilation post marks the conclusion of my first step in the ADL program, but it also marks the beginning of a much larger journey.

Looking Ahead

As I continue through the ADL program, I plan to:

Expand my ePortfolio with new coursework
Refine my leadership philosophy
Develop my Innovation Plan
Deepen my reflective practice
Use Echoed Insights as a professional platform beyond the program

EDLD 5303 has given me the foundation I need to build a meaningful, sustainable digital presence—one that reflects both my learning and my aspirations.

References

Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power
and greatness. Paulist Press.

Harrison, D. (2024). Case Study #3: Educational leadership scenario [Course material].

Educational Technology Leadership Role Simulation. (2024). Final group presentation.
https://canva.link/i1sha0wmfwu65vp

Educational Technology Leadership
Role
Simulation

Educational Technology Leadership Role Simulation Assignment.pdf

Educational Technology Leadership Role Play - Cowden - Final Draft.pdf

Digital tools play an increasingly important role in supporting student learning, assessment, and clinical readiness in cardiac sonography education. As a professor in a community‑college cardiac sonography program, I continually evaluate emerging technologies to determine how they can enhance instruction, streamline assessment, and improve student outcomes. This paper examines five tools—ZipGrade, Notebook LM, Quizizz, Poll Everywhere, and Showpad—and describes their advantages, disadvantages, and practical applications within my professional context.

Exploring Digital Resources

Integration of Digital Tools in a Cardiac Sonography Program

ZipGrade

ZipGrade is a mobile grading tool that allows me to scan and score multiple-choice assessments using my smartphone. Its primary advantage is reducing grading time, which is especially valuable in a program with frequent quizzes and competency checks. The item-analysis feature helps identify commonly missed concepts, allowing me to target remediation in my Advanced Ultrasound Physics course. It also supports timely feedback before students enter lab or clinical practice. However, it is limited to specific question types and is not ideal for image interpretation or open-ended clinical reasoning. Mis-bubbled answers and managing printed answer sheets can also present challenges. Despite these limitations, ZipGrade is efficient, reliable, and well-suited for consistent assessment in a community college setting, freeing time for hands-on instruction.

Notebook LM

Notebook LM is an AI‑powered research and organizational tool that synthesizes information from multiple sources. It can summarize complex articles, guidelines, and textbook chapters, making dense cardiac sonography content more accessible to students. I can upload ASE guidelines, lecture notes, and protocols to generate study aids and conceptual explanations. Notebook LM also helps students make connections between topics, such as the relationship between diastolic dysfunction and Doppler waveform patterns. However, students may over‑rely on AI summaries rather than engaging with primary sources, and occasional inaccuracies require verification. Academic integrity is another concern, as AI tools can blur the line between appropriate assistance and over‑assistance. When used responsibly, Notebook LM supports diverse learners, reduces cognitive overload, and enhances comprehension in a demanding program.

Showpad

Showpad is a content‑management and presentation platform that allows me to organize, deliver, and track educational materials in a structured and accessible way. It centralizes teaching assets such as protocol PDFs, ASE guideline summaries, echo clips, scanning checklists, and lecture slides. This organization ensures that students always access the most current materials and reduces confusion. Showpad also allows me to create interactive learning pathways that guide students through complex topics such as diastolic function or congenital heart disease. Its analytics feature helps me identify which materials students engage with most frequently, informing instructional decisions. However, maintaining updated content requires time, and some features may feel less intuitive because the platform was originally designed for sales enablement. Despite these limitations, Showpad enhances content delivery, standardizes learning materials, and supports competency‑based education in a community‑college sonography program.

Poll Everywhere is an interactive response system that allows me to collect real‑time answers from students using their phones or laptops. It encourages participation from quieter students and helps me assess understanding immediately after explaining complex topics such as diastolic dysfunction grading or LVOT obstruction. The platform supports image‑based questions, enabling me to display echo clips or still frames and ask students to identify structures or pathologies. This feature is particularly valuable in a field where visual interpretation is central to competency. However, reliable internet access is required and creating high‑quality polls can be time‑consuming. Some students may treat polls casually unless expectations are clearly established. Despite these challenges, Poll Everywhere enhances engagement, supports active learning, and reinforces scanning protocols during lab debriefs.

Poll Everywhere

Quizizz is an interactive assessment platform that allows me to create gamified quizzes for both in‑class and asynchronous learning. The platform encourages frequent review of cardiac anatomy, physics, and pathology terminology through low‑stakes testing. Immediate feedback helps students identify weak areas before high‑stakes exams, and performance trends inform my instructional decisions. I use Quizizz to reinforce concepts such as Doppler angle, chamber measurements, and congenital heart defects. Students appreciate the competitive elements of the platform, which help maintain engagement even during dense content review. However, some students may prioritize speed over accuracy, and the platform is less effective for assessing higher‑order reasoning or image interpretation. Creating high‑quality, competency‑aligned questions requires time. Despite these limitations, Quizizz is highly effective for formative assessment, spaced repetition, and building student confidence before lab

Quizizz

References

Google. (2023). Notebook LM [Computer software].
https://notebooklm.google

Poll Everywhere, Inc. (2007). Poll Everywhere [Computer software].
https://www.polleverywhere.com

Quizizz Inc. (2015). Quizizz [Computer software]. https://quizizz.com

Showpad NV. (2011). Showpad [Computer software].
https://www.showpad.com

ZipGrade LLC. (2013). ZipGrade [Computer software].
https://www.zipgrade.com

Exploring Digital Resources.pdf

Exploring Digital Resources - final draft.pdf

Collaborative Discussion

Dedication. Expertise. Passion.

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