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  • 1. E-Portfolios EDUC 7101: Diffusion and Integration of Technology in Education Charlotte Vaughn
  • 2. Why E-Portfolios in the Elementary Setting?
    • Increase student engagement
    • Foster collaboration among students
    • Provide alternative ways to assess and evaluate in a classroom setting
    • Tool for capturing, storing and examining student work
    • Allow students to help explain their understanding of content, skills, and knowledge
  • 3. Stage 1-Needs
    • Needs: to provide documentation of achievements and provide a means of assessment for understanding, using electronic format and various types of multimedia.
  • 4. Stage 2- Research
    • Research : The Inter/National Coalition for Electronic Portfolio Research is an organization that convenes research/practitioners to study the impact of e-portfolios on student learning and educational outcomes (Inter/National Coalition, 2009).
  • 5. Stage 2- Research Continuation
    • 2005 - the I/NCePR launched a team working with other teams from campuses with e-portfolio initiatives to help pursue campus based research about e-portfolios.
    • 2009 - the I/NCePR has launched its fifth cohort the team has worked with over 50 campuses on topics concerning e-portfolios
  • 6. Stage 2- Researched Continuation
    • E-portfolios use is growing significantly, but without a major organization guiding or monitoring its growth it lacks the components to become a field. The literature on e-portfolio use is increasing, but it is still scattered and supplies pieces of e-portfolio use.
  • 7. Stage 2- Research Continuation
    • However, the use of e-portfolios in higher education continues to increase steadily. A review of the conference proceedings supports the increase popularity (Ring, 2008).
  • 8. Stage 3-Development
    • Development: During the development process some concerns that arise are increase workload for faculty and student concerns about how to use the e-portfolio in their search for employment and promote professional development and to make assessments.
  • 9. Stage 3- Development Continuation
    • The intended audience for this innovation is higher education, but e-portfolios can be an effective tool for the elementary age group with the expansion of technology use in the elementary schools.
  • 10. Stage 4-Commericialization
    • Commercialization: The most effective marketing strategy is through example. Many times workshops are provided that focus on designing e-portfolio friendly assignments.
  • 11. The Innovation-Decision Process Knowledge
    • What are E-portfolios?
    • How will it work in my classroom?
    • Why does it work?
  • 12. Knowledge
    • E-portfolio is a digital collection of student work.
    • E-portfolios can be used as an alternative form of assessment and evaluation of student understanding in a classroom setting.
    • E-portfolios work because they enhance student center active learning and they provide a way to measure student learning.
  • 13. The Innovation-Decision Process Persuasion
    • Increase student center active learning
    • Alternative to traditional assessment with a focus on standards
    • Increase student collaboration
    • Increase student reflection
    • Help students develop metacognitive skills
    • E-portfolios help make learning visible
    • Foster student motivation
    • Engage all types of learners
  • 14. The Innovation-Decision Process Decision
    • All schools assess student learning.
    • Teachers are held accountable for student learning and student mastery of standards.
    • E-portfolios has adapted to needs and priorities of a diverse group of students.
    • Provides a holistic assessment on student learning.
    • Adopt or reject e-portfolios.
  • 15. Innovation-Decision Process Implementation
    • Attend workshops on e-portfolios
    • Demonstrate and model how to create e-portfolios
    • Have students create e-portfolios
    • Have students share their e-portfolios in small groups
    • Share e-portfolios with parents during conferences
  • 16. Innovation-Decision Process Confirmation
    • Students share their e-portfolio with peers and parents.
    • Teachers and students discuss the progress of growth and learning throughout the school year.
    • Students are motivated to add work to their e-portfolio throughout the school year.
  • 17. Innovation-Decision Process Confirmation
    • Students can visual examine and determine their growth and learning throughout the school year.
    • E-portfolios provide an alternative way to assess students.
  • 18. Standard Technology Adoption S-curve
  • 19. Roger’s Innovation Adoption Curve
  • 20. Emerging Technologies Curve
  • 21. S-Curve Explanation for E-portfolios
    • Diffusion of new technology takes time and typically follow a non-constant adoption rate.
    • New technologies diffuse slowly until they reach critical mass.
    • Many universities are at the beginning of the e-portfolio adoption curve.
    • (Reese&Levy,2009)
  • 22. Reasons for slow adoption rate
    • Users are searching for a meaningful problem
    • Perceived cost of adoption
    • Lacking a shared definition of e-portfolios, coordinated implementation/support strategy
    • Insufficient integration with other information technology
    • (Reese&Levy,2009)
  • 23. Innovators and Early Adopters
    • Teacher Education- Schools, colleges and departments of education are the innovators and early adopters of e-portfolios.
  • 24. Strategies for Innovators and Early Adopters to Adopt E-Portfolios
    • Trailability- have an opportunity to experiment with innovation on a limited basis
    • Observability- visually see how others have integrated or utilized e-portfolios in their schools or institutions
  • 25. Strategies to move Laggards towards Adoption of E-Portfolios
    • Provide additional information about the significance and benefits of e-portfolios.
    • Provide workshops on e-portfolios.
    • Provide workshops and training on ways to implement and utilize new technologies in classroom instruction and assessment.
  • 26. Laggards
    • Those searching for a meaningful or a well-defined problem for which e-portfolios are the solution.
    • Educators and students that need additional support and training using various types of multimedia software and technologies to create e-portfolios.
  • 27. Perceived Attributes
    • Critical attributes that will help e-portfolios meet critical mass in education is observability and relative advantage. If teachers given the opportunity to see the success of others utilizing e-portfolios they may be willing to adopt.
    • Relative advantage- Gather student work to represent performance task and mastery of standards and you do not have to worry about storage space.
  • 28. Approach Towards Adoption
    • Decentralized approach will fit best for the adoption of e-portfolios in our district.
    • Peer diffusion
    • Experimentation
    • Fits closer to users needs and problems
    • User control
  • 29. Change Agent
    • Key Change Agent- Literacy and Math Coach
    • Seven Roles of a Change Agent
    • 1. Develop a need -Standards based and 21 st century classroom.
    • 2. Information Exchange - provide resources and collaboration among staff members.
    • 3. Diagnose problems - unable to provide proof of meeting the standards using performance task and technology.
  • 30. Change Agent Continued
    • 4. Intent to change - benefits and success of e-portfolios in classrooms.
    • 5. Intent to action -encourage collaboration about e-portfolios success and benefits.
    • 6. Stabilize adoption -provide training and additional resources.
    • 7. Achieve terminal relationship -utilize e-portfolios
  • 31. Critical Mass
    • E-portfolios have yet to reach critical mass in grades K-12.
    • Strategies to Reach Critical Mass
    • Introduce to intact groups in the district that are relatively more innovative.
    • Target highly respectable individual in the district for initial adoption.
  • 32. Final Thoughts on E-portfolios
    • “Emerging technologies have the potential to be the most powerful when they change pedagogy and content, not when they are merely automated” (Dede, 2008).
  • 33. Final Thoughts on E-portfolios
    • “ The growth of e-portfolio use is directly related to its elasticity, to the diversity of purposes for which it can be used, including enriched learning and improved career development, transfer and assessment” (Clark& Eynon, 2009, p.18)
  • 34. “ I hear and I forget. I see and I remember. I do and I understand.” -Chinese Proverb
  • 35. References
    • Buzzetto-More, N. & Alade, A. (2008). The pentagonal e-portfolio model for selecting, adopting, building and implementing an e-portfolio. Journal of Information Technology Education, Vol.7,
    • 45-70
    • Dede, C. (2008). Prediffusion. Laureate Education, Inc. Baltimore: Author
    • Clark, J. & Eynon, B. (2009, Winter). E-portfolios at 2.0-surveying the field. Peer Review, The Association of American Colleges and Universities
    • Inter/National Coalition for Electronic Portfolio Research.(2009) Electronic portfolio research. Retrieved from http://ncepr.org/index.html
  • 36. References
    • Reese, M. & Levy, R. (2009). Assessing the future:e-portfolio trends,
    • uses, and options in higher education. Educause, Vol.2009,(4), 1-12
    • Ring, G.,Weaver, B. & Jones, J.(2008, Fall). Electronic portfolios: engaged students create multimedia-rich artifacts,4(2), 1-1
    • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.