E Portfolios Storyboard Presentation Update Week 9


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E Portfolios Storyboard Presentation Update Week 9

  1. 1. E-Portfolios EDUC 7101: Diffusion and Integration of Technology in Education Charlotte Vaughn
  2. 2. Why E-Portfolios in the Elementary Setting? <ul><li>Increase student engagement </li></ul><ul><li>Foster collaboration among students </li></ul><ul><li>Provide alternative ways to assess and evaluate in a classroom setting </li></ul><ul><li>Tool for capturing, storing and examining student work </li></ul><ul><li>Allow students to help explain their understanding of content, skills, and knowledge </li></ul>
  3. 3. Stage 1-Needs <ul><li>Needs: to provide documentation of achievements and provide a means of assessment for understanding, using electronic format and various types of multimedia. </li></ul>
  4. 4. Stage 2- Research <ul><li>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). </li></ul>
  5. 5. Stage 2- Research Continuation <ul><li>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. </li></ul><ul><li>2009 - the I/NCePR has launched its fifth cohort the team has worked with over 50 campuses on topics concerning e-portfolios </li></ul>
  6. 6. Stage 2- Researched Continuation <ul><li>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. </li></ul>
  7. 7. Stage 2- Research Continuation <ul><li>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). </li></ul>
  8. 8. Stage 3-Development <ul><li>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. </li></ul>
  9. 9. Stage 3- Development Continuation <ul><li>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. </li></ul>
  10. 10. Stage 4-Commericialization <ul><li>Commercialization: The most effective marketing strategy is through example. Many times workshops are provided that focus on designing e-portfolio friendly assignments. </li></ul>
  11. 11. The Innovation-Decision Process Knowledge <ul><li>What are E-portfolios? </li></ul><ul><li>How will it work in my classroom? </li></ul><ul><li>Why does it work? </li></ul>
  12. 12. Knowledge <ul><li>E-portfolio is a digital collection of student work. </li></ul><ul><li>E-portfolios can be used as an alternative form of assessment and evaluation of student understanding in a classroom setting. </li></ul><ul><li>E-portfolios work because they enhance student center active learning and they provide a way to measure student learning. </li></ul>
  13. 13. The Innovation-Decision Process Persuasion <ul><li>Increase student center active learning </li></ul><ul><li>Alternative to traditional assessment with a focus on standards </li></ul><ul><li>Increase student collaboration </li></ul><ul><li>Increase student reflection </li></ul><ul><li>Help students develop metacognitive skills </li></ul><ul><li>E-portfolios help make learning visible </li></ul><ul><li>Foster student motivation </li></ul><ul><li>Engage all types of learners </li></ul>
  14. 14. The Innovation-Decision Process Decision <ul><li>All schools assess student learning. </li></ul><ul><li>Teachers are held accountable for student learning and student mastery of standards. </li></ul><ul><li>E-portfolios has adapted to needs and priorities of a diverse group of students. </li></ul><ul><li>Provides a holistic assessment on student learning. </li></ul><ul><li>Adopt or reject e-portfolios. </li></ul>
  15. 15. Innovation-Decision Process Implementation <ul><li>Attend workshops on e-portfolios </li></ul><ul><li>Demonstrate and model how to create e-portfolios </li></ul><ul><li>Have students create e-portfolios </li></ul><ul><li>Have students share their e-portfolios in small groups </li></ul><ul><li>Share e-portfolios with parents during conferences </li></ul>
  16. 16. Innovation-Decision Process Confirmation <ul><li>Students share their e-portfolio with peers and parents. </li></ul><ul><li>Teachers and students discuss the progress of growth and learning throughout the school year. </li></ul><ul><li>Students are motivated to add work to their e-portfolio throughout the school year. </li></ul>
  17. 17. Innovation-Decision Process Confirmation <ul><li>Students can visual examine and determine their growth and learning throughout the school year. </li></ul><ul><li>E-portfolios provide an alternative way to assess students. </li></ul>
  18. 18. Standard Technology Adoption S-curve
  19. 19. Roger’s Innovation Adoption Curve
  20. 20. Emerging Technologies Curve
  21. 21. S-Curve Explanation for E-portfolios <ul><li>Diffusion of new technology takes time and typically follow a non-constant adoption rate. </li></ul><ul><li>New technologies diffuse slowly until they reach critical mass. </li></ul><ul><li>Many universities are at the beginning of the e-portfolio adoption curve. </li></ul><ul><li>(Reese&Levy,2009) </li></ul>
  22. 22. Reasons for slow adoption rate <ul><li>Users are searching for a meaningful problem </li></ul><ul><li>Perceived cost of adoption </li></ul><ul><li>Lacking a shared definition of e-portfolios, coordinated implementation/support strategy </li></ul><ul><li>Insufficient integration with other information technology </li></ul><ul><li>(Reese&Levy,2009) </li></ul>
  23. 23. Innovators and Early Adopters <ul><li>Teacher Education- Schools, colleges and departments of education are the innovators and early adopters of e-portfolios. </li></ul>
  24. 24. Strategies for Innovators and Early Adopters to Adopt E-Portfolios <ul><li>Trailability- have an opportunity to experiment with innovation on a limited basis </li></ul><ul><li>Observability- visually see how others have integrated or utilized e-portfolios in their schools or institutions </li></ul>
  25. 25. Strategies to move Laggards towards Adoption of E-Portfolios <ul><li>Provide additional information about the significance and benefits of e-portfolios. </li></ul><ul><li>Provide workshops on e-portfolios. </li></ul><ul><li>Provide workshops and training on ways to implement and utilize new technologies in classroom instruction and assessment. </li></ul>
  26. 26. Laggards <ul><li>Those searching for a meaningful or a well-defined problem for which e-portfolios are the solution. </li></ul><ul><li>Educators and students that need additional support and training using various types of multimedia software and technologies to create e-portfolios. </li></ul>
  27. 27. Perceived Attributes <ul><li>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. </li></ul><ul><li>Relative advantage- Gather student work to represent performance task and mastery of standards and you do not have to worry about storage space. </li></ul>
  28. 28. Approach Towards Adoption <ul><li>Decentralized approach will fit best for the adoption of e-portfolios in our district. </li></ul><ul><li>Peer diffusion </li></ul><ul><li>Experimentation </li></ul><ul><li>Fits closer to users needs and problems </li></ul><ul><li>User control </li></ul>
  29. 29. Change Agent <ul><li>Key Change Agent- Literacy and Math Coach </li></ul><ul><li>Seven Roles of a Change Agent </li></ul><ul><li>1. Develop a need -Standards based and 21 st century classroom. </li></ul><ul><li>2. Information Exchange - provide resources and collaboration among staff members. </li></ul><ul><li>3. Diagnose problems - unable to provide proof of meeting the standards using performance task and technology. </li></ul>
  30. 30. Change Agent Continued <ul><li>4. Intent to change - benefits and success of e-portfolios in classrooms. </li></ul><ul><li>5. Intent to action -encourage collaboration about e-portfolios success and benefits. </li></ul><ul><li>6. Stabilize adoption -provide training and additional resources. </li></ul><ul><li>7. Achieve terminal relationship -utilize e-portfolios </li></ul>
  31. 31. Critical Mass <ul><li>E-portfolios have yet to reach critical mass in grades K-12. </li></ul><ul><li>Strategies to Reach Critical Mass </li></ul><ul><li>Introduce to intact groups in the district that are relatively more innovative. </li></ul><ul><li>Target highly respectable individual in the district for initial adoption. </li></ul>
  32. 32. Final Thoughts on E-portfolios <ul><li>“Emerging technologies have the potential to be the most powerful when they change pedagogy and content, not when they are merely automated” (Dede, 2008). </li></ul>
  33. 33. Final Thoughts on E-portfolios <ul><li>“ 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) </li></ul>
  34. 34. “ I hear and I forget. I see and I remember. I do and I understand.” -Chinese Proverb
  35. 35. References <ul><li>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, </li></ul><ul><li>45-70 </li></ul><ul><li>Dede, C. (2008). Prediffusion. Laureate Education, Inc. Baltimore: Author </li></ul><ul><li>Clark, J. & Eynon, B. (2009, Winter). E-portfolios at 2.0-surveying the field. Peer Review, The Association of American Colleges and Universities </li></ul><ul><li>Inter/National Coalition for Electronic Portfolio Research.(2009) Electronic portfolio research. Retrieved from http://ncepr.org/index.html </li></ul>
  36. 36. References <ul><li>Reese, M. & Levy, R. (2009). Assessing the future:e-portfolio trends, </li></ul><ul><li>uses, and options in higher education. Educause, Vol.2009,(4), 1-12 </li></ul><ul><li>Ring, G.,Weaver, B. & Jones, J.(2008, Fall). Electronic portfolios: engaged students create multimedia-rich artifacts,4(2), 1-1 </li></ul><ul><li>Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. </li></ul>