- Orlando FL
Profile: Writer, Digital Storyteller, Face-to-Face & Online Educator, Curriculum Designer, Technology & Learning Troubleshooter
Whether troubleshooting the first fiber-optic cables in Southern California in the mid-1980s, teaching sixth-grade second language learners in the mid-1990s, or teaching educators how to leverage technology in their classrooms in the late 2000s, I used my listening skills to help find a way to achieve what was needed. My expertise is in assessing complex circumstances and finding the words or media to make the data more readily understandable.
When I earned my BA in journalism I wrote for the entertainment section of the student paper and became comfortable encapsulating the gist of the media I was reviewing, communicating what worked without giving away the story. Over the years I've employed this skill continuing to review media, but more often than not commenting on technology products or trends.
I've been writing short stories, poems and songs since my teenage years. I am actively working on several longer writing projects.
I've been blogging and posting content and media online since my first LiveJournal blog in the early 2000s, switching to WordPress in 2004.
Besides the daily process of delivering curriculum and facilitating learning via presentation and interaction that I've enjoyed since I began teaching in 1995, I've been fortunate enough to have shared subjects important to me at Macworld in San Francisco (2012: Disruptive Ed-Tech: Mobile Technology Invasion of the Classroom) and Barcamp Orlando 2015 (Education in the Age of the Technologist).
I have been creating curriculum materials and designing learning modules since my earliest teaching experiences beginning in 1995, when my district's designated textbooks and curriculum proved ineffective and insufficient to the learning needs of my sixth-grade second-language learners. Based on learning goals and objectives outlined in my state's frameworks I created work-booklets, found and presented appropriate literature and media. As the technology improved I moved my units and lessons to online content management systems and webpages. Teaching at the masters and undergraduate levels fully-online from 2008 to 2014, I learned how to best use the school's online learning platform, combining text, media, interactive video conferencing, and blogging to create learning communities/cadres to boost course effectiveness.
I spent 13-years working as a public school teacher in California, working three-years as a 6th grade teacher, three-years as a teacher-in-special-assignment creating and teaching a school-wide video-journalism program, four-years as a computer lab teacher working with kindergarten through fifth grade students, finishing teaching technology and media in a middle-school computer lab to sixth to eighth grade students. I then spent six-years creating curriculum and teaching educators enrolled in a master's online degree program.
Since beginning my teaching career in 1995 I had been the technology go-to-person in every position I've held, I've been the site-coordinator, I've represented my site at the district level and I've received formal training in Educational Technology, earning a Masters Degree at Pepperdine (2002) and doing doctoral studies also at Pepperdine (2004-2009).
Part of creating curriculum and working with different populations and learning needs, required that I develop a certain level of understanding how to create appropriate and effective assessments to help analyze the learning and determine the next course of action to take.
Whether working with sixth-grade second-language learners in Southern California or masters students online spread all over the world or my own learning experience in my online masters and online doctoral studies, I believe the learning experience is all the more powerful the more students are authentically brought into each other's learning process and experiences.
Working with different populations where existing curriculum didn't work and adapting to improving technology motivated me to create learning materials and curriculum to address the learning needs of my students.
My experiences teaching younger learners with varying language skills and life experiences and the explosion of image/media technology has given me the opportunity to attempt to match my students' learning styles and create materials that address their strengths. The right tool for the right job makes it better and more efficient for everyone.
I've experienced online education as both a student and instructor for the past 15-years. From 2008 to 2014 I helped create, implement, deliver instruction and maintain Full Sail University's online EMDT & IDT Master's degree programs as a course director/professor.
I've been using photography as part of my storytelling process as the technology improved enough to include images with words. I've posted my work on my flickr site for years and recently began to post my still and video photography on my own site at http://jbbsmediaprojects.com
| Proficiency: 3-Intermediate: Can successfully complete tasks as requested with little to no assistance. |
I have been producing video projects since my undergraduate journalism degree in the late 1980s. I began teaching video-journalism in my student-teacher training in 1994 and used video-journalism PSA teams to promote literacy with my second-language learners from 1995 to 1998. From 1998 to 2001 I taught, supervised and edited videos produced as part of Furgeson Academy of Communication and Technology's video journalism program. I have continued to created videos as part of my learning and personal projects.
Technology, learning challenges, communicating complex ideas---my years as a communications technician, growing up experiencing different cultural expectations has afforded me the opportunity to develop a problem-solving/analytical approach to any situation.
| Proficiency: 3-Intermediate: Can successfully complete tasks as requested with little to no assistance. |
Maintaining classroom technology has traditionally fallen to the teacher, and I have been keeping my classroom PCs of varying vintages running and assisting peers in unofficial and official capacities since my first teaching assignment in 1995. Whether it's software installation, networking, purchasing recommendations or basic troubleshooting, I've been the go-to person before the official technicians were called.
I've been working with Mac OS since OS9 and iOS since before it was given it's own designation. Whether it's software installation, networking, purchasing recommendations or basic troubleshooting, I've been the goto person before the official technicians were called.
Spring Semester Temporary Assignment worked with multi-cultural students.
Frame-Technician, El Toro - June - Sept 1979. Sept 1979 - October 1994, FMAC/DNAC-group. Tested installations and maintained voice, data, T-CXR, and fiber-optic systems in local switch centers (Anaheim-Irvine-South Orange County).
If viewing this via paper, please go to http://joebustillos.info/presentations/ to view these items, if via PDF click any line to jump to that portfolio item:
Doctoral studies in Educational Research, Educational Technology and Online Education. Study discontinued due to expense and failure to maintain GPA after a leave-of-absence.
Worked in Educational Research, Educational Technology and Online Education.
Student-Teaching, elementary education multiple-subjects and CLAD California teaching certificate studies.
Studied history of journalism, mass media, photography and photo-journalism, several semesters as entertainment reporter with student newspaper - The Daily Titan's Back Pages, internship at the LA Weekly. Continued at CSUF postbaccalaureate studies Teacher Training/Credential in the Fall 1992, until transferring to Chapman University
Loved the academic endeavor and exploration of Theology. Study discontinued due to expense and personal life changes.
Taking personal devotional studies and applying academic university level research to the study of the Bible, ancient civilizations and ancient literature.
Excellent introduction to research, the Humanities and university education. Transferred to Biola University before earning B.A.
S12 This certificate, when held in conjunction with a prerequisite credential or permit specified in Education Code Section 44253.3, authorizes the holder to provide the following services to limited English-proficient pupils: (1) instruction for English language development in grades twelve and below, including preschool, and in classes organized primarily for adults, except when the prerequisite credential or permit is a designated subjects adult education teaching credential, a children's center instructional permit, or a children's center supervision permit, in which case instruction for English language development is limited to the programs authorized by that credential or permit; and (2) specially designed content instruction delivered in English in the subjects and at the levels authorized by the prerequisite credential or permit. Education Code Section 442S3.3 includes all credentials and permits that authorize instruction except emergency credentials or permits, college or university internship credentials. District Internship Certificates, Exchange Certificated Employee Teaching Credentials, or Sojourn Certificated Employee Teaching Credentials.
S31B This certificate need not be renewed. The authorization shall remain in force as long as the valid prerequisite credential or permit is held concurrently.
R2M This credential authorizes the holder to teach all subjects in a self-contained class and, as a self contained classroom teacher, to team teach or to regroup students across classrooms, in grades twelve and below, including preschool, and in classes organized primarily for adults. In addition, this credential authorizes the holder to teach core classes consisting of two or more subjects to the same group of students in grades five through eight, and to teach any of the core subjects he or she is teaching to a single group of students in the same grade level as the core for less than fifty percent of his or her work day.
R21 For each five-year renewal of this credential, the holder must complete a minimum of 150 clock hours of planned and approved professional growth activities and one-half or one year of experience as specified in "The California Professional Growth Manual".
Restricted to service in LONG BEACH UNIFIED SCHOOL DISTRICT, LOS ANGELES COUNTY OFFICE OF EDUCATION
SUBJECT(S) AND AUTHORIZATION(S):
(RIS) This document authorizes the holder to teach the subject area(s) listed above in grades twelve and below, including preschool, and in classes organized primarily for adults.