Digital Portfolios PresentationPresentation Transcript
Digital Portfolios By Kirsty Mather S0106574 Ensuring Student Success 2009
Firstly...... What are digital portfolios? A digital portfolio is a purposeful collection of learning over time that documents personal, academic and professional development. It is a visual guide that maps where you have been, where you are going and how you plan to get there. In this context, a digital portfolio is a tool to communicate what you know and can do. Debbie Kember, Advice for schools on the latest ICT research for education , Qld Government, Department of Education, Training and The Arts,
How often are they used?
Of the 10 teachers that were approached 7 completed the survey but only 6 gave permission for use in assignment and based on the Original Research this is what was observed...
Beginning Information from Teachers
From The Graph
2 of the 6 participating teachers use digital portfolios
Of those 2 teachers 1 said it was helpful and the other said they had difficulties with creating effective portfolios
Although both teachers fall into the category of using them in the classroom for 1-2 years one of these teachers has been using them for personal reasons since university (6-10) years.
Other Important information from survey
Positives for using Digital Portfolios
Students can see their own work in a different way
They can see the comments made by the teacher, they seem to be more in-depth than the comments made in their workbooks
Students love them
Easy access when needed
Work in one place (in the end it will be anyway)
Students are enjoying creating work for the portfolios
parents are taking more interest and taking the time to go though each students pages with them.
Students are working out simple problems in small groups, they are working collaboratively to discover solutions and sharing these with the class, a new learning journey for all involved.
Disadvantages for using Digital Portfolios
They can be very time consuming
Students ask to see them at inappropriate times
Very fiddly work – scanning work samples ect
Until you know how to do everything quickly and effectively it can be frustrating for both teacher and student.
We have lost one students work and had to start over
What are the other teachers doing?
Using observations and note taking during the day, both summative and formative assessment. The use of folders for each student that there work is put into, this is sectioned into units of work, numeracy, literacy and so on.
Scrapbooks that have their unit of work, there daily writing books and several other books that I mark often. Samples of work are kept and displayed in a display folder at the front of the classroom, I photocopy students work to put into these folders.
I basically crate a paper version of the digital portfolio. Collect work samples, tests, assignments, conversation notes and feedback both teacher, self and peer.
Scrapbooks and display books, comments on students work when completed – go back though books when needed. Report to parents using a communication book that goes home with homework.
Decision Making Graphic Organiser
Is the process of generating and applying criteria to select from among seemingly equal alternatives. (Marzano & Pickering, DoL, 1997)
Importance Score Possession Score 1. Not very important 2.Somewhat Important 3. Very Important 1. Not Very Evident 2.Somewhat evident 3.Very Evident
From the survey 2 of the 4 teachers that do not already use digital portfolios said they would
The other 2 teacher said they would if training was adequate enough.
Not bad odds I would say, lets see if we can convince them...
Graphic Organiser 6 2 9 6 6 6 6 9 4 3 Criteria Digital Traditional empowerment: the shift of ownership of learning from faculty to student (2) 2 x 3 2 x 1 collaboration: the ability to allow students to engage in ongoing discussions about content with both peers and teachers (3) 3 x 3 3 x 2 integration: the ability to make connections between theory and practice (3) 3 x 2 3 x 2 authenticity: the portfolio provides direct links between artefacts included and classroom practice (2) 2 x 3 2 x 2 critical thinking: provided by the opportunity to reflect on change and growth over a period of time. (3) 3 x 3 3 x 1 TOTALS 36 21
Conferencing with Students
“ Conferencing between teacher and students are valuable for identifying areas of need, monitoring progress, and developing insight into students”
(Brady & Kennedy, Celebrating Student Acheivement, Assessment and reporting. (2005)
Brady, L., & Kennedy, K. (2005) celebrating student achievement, assessment and reporting. Frenchs Forest, NSW: Pearson Education Australia
Kember. D. (200?). Advise for schools on the latest ICT research for education. Queensland, Australia: Qld Government Department of Education, Training and the Arts
Marzano, P., & Pickering, D. (1997). Dimensions of learning 2 nd Edition. United States of America: McRel
Queensland Studies Authority. (2006). Early years curriculum materials, making and using digital portfolios.
Student Electronic Portfolio. (2006). Retrieved 15 July, 2009 from http://www.slideshare.net/charbeck1/student-electronic-portfolio
Taylor, C., & Nolen S.B. (2005). Classroom assessment, supporting teaching and learning in real classrooms. Upper Saddle River, New Jersey: Pearson Education Inc.
Woodward, H., Nanlohy, P. (2002). Digital portfolios: fact or fashion. Sydney, NSW: University of Western Sydney. Retrieved 31 July, 2009 from http://www.qsa.qld.edu.au/downloads/learning/ey_case_study_digital_folio.pdf