Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Presentation for IPTV on March 11, 2009 - 3:30 - 5:00. The Role of Teacher Librarians and the Iowa Core Curriculum. (Updated with some background notes in the PPT, March 12)
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
To investigate master’s program content related to construction of electronic portfolios in an online Educational Technology Leadership (ETL) master’s program and potential transference of
concepts to PK-12 classrooms.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Graduate School Cyber Portfolio: The Innovative Menu For Sustainable Developmentacijjournal
In today’s milieu, new demands and trends emerge in the field of Education giving teachers of Higher Education Institutions (HEI’s) no choice but to be innovative to cope with the fast changing technology. To be naturally innovative, a graduate school teacher needs to be technologically and pedagogically competent. One of the ways to be on this level is by creating his cyber portfolio to support students’ eportfolio for lifelong learning. Cyber portfolio is an innovative menu for teachers who seek out strategies to integrate technology in their lessons. This paper presents a straightforward preparation on how to innovate a cyber portfolio that has its practical and breakthrough solution against expensive and inflexible vended software which often saddle many universities. Additionally, this cyber portfolio is free and it addresses the 21st century skills of graduate students blended with higher order thinking skills, multiple intelligence, technology and multimedia.
Assessing OER impact across varied organisations and learners: experiences fr...Beck Pitt
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
Assessing OER impact across varied organisations and learners: experiences fr...OER Hub
This presentation was co-authored by Tim Coughlan (Nottingham), Beck Pitt (OU), Patrick McAndrew (OU) and Nassim Ebrahimi (Anne Arundel).
It was presented at OER13, Nottingham, UK which took place 26-27 March 2013.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
A Workshop: Promoting Student Access and Success Through ResearchTanya Joosten
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
These are unprecedented times for educators. Never before, and possibly never again, will we see the massive infusion of financial resources flowing into education that can provide extraordinary opportunities to improve educational outcomes. This infusion of funds will allow districts to advance reforms and improvements that will, if appropriately directed, create long-lasting results for all of America’s students. The urgency to spend the funds quickly, coupled with the pressure of thinking creatively and wisely to build sustainable infrastructures, is a tremendous challenge.
Demonstrating Competencies with E-Portfolios: The Carolina MPAStefanie Panke
Presentation at E-Learn 2014 International Conference.
describes the conceptual design, instructional development and organizational implementation involved with the transition from a traditional end of program capstone project to a competence-oriented portfolio and oral exam assessment in a public administration graduate program.
Ins and Outs of ePortfolio Implementation at Radboud UniversityD2L Barry
Ins and outs of ePortfolio implementation at Radboud University – Bea Edlinger, Educational Advisor at Radboud University
Presentation at 2018 D2L London Connection
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Development of an E-Portfolio Process:
Implementation and Use
in PK-12 Schools
Kay Abernathy, Ed.D.
Diane Mason, Ph.D.
Sheryl Abshire, Ph.D.
Cindy Cummings, Ed.D.
Lamar University
College of Education
Educational Leadership
Beaumont, TX
2. • Cohort VI - 12 Universities -
United States and Australia
• 3 year studies
• Various e-portfolios, including
those embracing rich media and
social software, which enact
reflection and integration.
• Cohort VI investigating e-
portfolios in a systemic way for
assessment and inquiring into
their effectiveness.
3. Introduction
The use of electronic portfolios, web 2.0
tools, and their transference to PK-12
schools emphasize a process which
engages learners at all levels to take
ownership of their learning.
4. Rationale for Study
• Validation of ETL Graduates e-portfolio process
and transference of ETL candidates’ knowledge
to PK-12 classroom practices.
• Authentic assessment and multiple measures
used beyond standardized testing.
5. Research Question
How has the participation
of an ETL master’s
candidate in an e-portfolio
process contributed to the
implementation of e-
portfolio practices with PK-
12 students?
6. Theoretical Framework
Helen Barrett
• Developmental process
• Addresses both the diverse and growing
technology competency of the students and
teachers
• Addresses the varied experience with the
portfolio learning and assessment process.
7. Levels of Implementation
• Level 1: e-Portfolio as Storage
• Level 2: e-Portfolio as Workspace
• Level 3: e-Portfolio as Showcase
8. • The basic activity is converting student work
into digital formats and saving these
documents in the designated storage space
(not on individual laptops).
• The role of the teacher at this level is to
provide students with guidance on the types
of artifacts to save.
Level 1: e-Portfolio as Storage
9. Level 2: e-Portfolio as Workspace
• Learner keeps a learning journal (organized
chronologically, with a blog) and reflects on the
learning as represented in the samples of the work.
• Artifacts should represent more than a single
curriculum area.
• Artifacts should demonstrate the many ways that
students are using technology across the curriculum.
• The primary role of the teacher at this level is to
provide formative feedback on the students' work so
that they can recognize opportunities for
improvement.
10. Level 3: e-Portfolio as Showcase
• Requires the student to organize one or more
presentation portfolios around a set of learning
outcomes, goals or standards (depending on
purpose and audience).
• The teacher's role at this level is not only to
provide feedback on the students' work, but also
to validate the students' self-assessment of their
work.
11. e-portfolios PK-12
• Web-based or electronic portfolios (e-
portfolios, ePortfolios, efolios, digital portfolios, etc.) are a
relatively new, but quickly expanding, component of teacher
education programs (Strudler & Wetzel, 2005).
• e-Portfolio templates in teacher education programs range
– highly structured(e.g., foliotek) to those that are
– loosely defined by rubric where students independently
organize and construct format of their own entries using
website design program (e.g., Google Sites).
• Electronic portfolios (ePortfolios) basically operate as a
"content-management system" (Jafari, 2004, p. 40).
12. e-portfolios PK-12
• Chen and Light (2010) observed that ePortfolios allow students to
select a variety of digital artifacts and assemble them in one place
in order to exhibit presentation skills or reflect, inquire, and
analyze material.
• ePortfolios require students to reflect on their learning.
• Richards and Guilbault (2009) contend that reflection has become
an essential way for students to speak in their own voices.
• Critical reflection at strategic points in the development of the
ePortfolio creates a pathway for the formative examination and
demonstration of learning.
13. Web 2.0
• Web 2.0 applications and mobile Internet devices add new issues to
the safety/access situation in schools.
• The Children’s Internet Protection Act (CIPA) is the key federal law
affecting ICT use in PK-12 schools.
• Title II of the Broadband Data Improvement Act, which became Public
Law in 2008, is titled, “Protecting Children in the 21st Century.”
• As the result of serious implications for children engaged in social
networking and Web 2.0 tools, state boards of education have
enacted state requirements for school districts pertaining to
bullying, hazing, and harassment (CoSN, 2010).
• Students use Web 2.0 social networking tools and other authoring
tools regularly; parents may still be in a Web 1.0 world.
14. Web 2.0
• Inherent characteristics of Web 2.0 are so aligned with significant
educational pedagogies we are going to have to dramatically rethink our
educational institutions and expectations because of them.
(Hargadon, 2009)
• Idea of students as authors is not new in education; what is new is scope of
audience to which student authors can write or publish.
• Student authorship not just for teachers or local schools or even school
communities, but the world.
• Students can now maximize the notion of airing their own work both
creatively and academically via Internet tools in blogs or podcasts or even
via social networking tools.
• Additionally, while student work could be displayed for a short while on the
walls of rooms, it can now be captured and displayed without limits via Web
2.0 tools and eportfolios. (Reynard, 2009)
15. Reflection
• Reflection is the "heart and soul" of a portfolio and is
essential to brain-based learning (Kolb, 1984; Zull, 2002).
• Need to develop strategies that better support reflection in
the learning process, supporting different types of reflection
to improve learning.
• Reflection is the hallmark of many thoughtfully developed
portfolios.
• Reflections on the products within a portfolio allow the
audience to understand why these items were chosen to
represent the student and his / her capacities and can provide
some of the best indicators of student growth (Barrett &
Richter, 2012).
16. Assessment
• Assessment portfolios, contain examples of student’s best work, as well as
an explanation of why each work is significant.
• The explanation or reflection discusses how the particular work illustrates
mastery of specific curriculum requirements or learning goals
(Brown, 2011).
• No Child Left Behind (2001) federal legislation changed the focus of
assessment from the PK-12 classroom to statewide standardized testing for
high stakes accountability.
• Renewal of NCLB has not been finalized; there are indications that a
broader definition of assessment will allow multiple measures of
achievement, supporting more formative, classroom-based
assessment, which will make portfolios more popular in PK-12 schools
(Barrett, 2009).
17. Assessment
• The primary role of the teacher is to provide formative
feedback on the students' work so that they can
recognize opportunities for improvement.
• Used in the PK-12 classrooms, portfolios are not so
much an instructional strategy to be researched, but
more of a means to an end: to support reflection that
can help students understand their own learning and
to provide a richer picture of student work that
documents growth over time (Barrett, 2011).
18. Methodology
Mixed Methods Explanatory Sequential Design
-
Quantitative Data
Collection and
Analysis
Qualitative Data
Collection and
Analysis
Follow up
with
Interpretation
19. Quantitative Sample
• Distributed survey to 289 ETL graduates.
• 16 not valid email addresses
• 2 opt outs – not PK -12 educators
• Possible respondents - 271
• 110 completed survey – 40.5 % response rate
• Reporting specifically on the e-portfolio data
(Question #13)
20. Quantitative Assumptions
• Assumption 1: The majority of Educational Technology
Leadership graduates believe PK-12 students should use
digital portfolios for assessment.
• Assumption 2: The majority of Educational Technology
Leadership graduates believe PK-12 students in my school
use traditional paper-based portfolios for assessment.
• Assumption 3: The majority of Educational Technology
Leadership graduates believe PK-12 students in my district
use traditional paper-based portfolios for assessment.
21. Quantitative Assumptions
• Assumption 4: The majority of Educational
Technology Leadership graduates believe PK-12
students in my school use digital portfolios as a
form of assessment.
• Assumption 5: The majority of Educational
Technology Leadership graduates believe PK-12
students in my district use digital portfolios as a
form of assessment.
22. Question #13 - Survey Data
87.2%
(96)
A & SA
66.3%
(73)
A & SA
70.0%
(77)
A & SA
15.4%
(17)
A & SA
23.6%
(6)
A & SA
24. Qualitative Question
How has the ETL Master’s graduates’
knowledge of e-portfolio assessment
supported the implementation of digital
portfolios with PK-12 students?
25. Qualitative Data Sample
• We examined 60 graduate e-portfolios representative of
graduates who completed the program during the same
timeframe of the 217 ETL graduates in the survey data pool.
• Graduates’ writing and electronic portfolio components were
analyzed to obtain qualitative data regarding graduates’
viewpoints and perceptions about Web 2.0 tools as a
component of an e-portfolio.
• Conducted feedback sessions via web conferences, panel
discussions, conference calls, and interviews with 50 ETL
graduates from the same timeframe of the 217 ETL graduates in
the survey data pool.
26. Qualitative Data from ETL Graduates’ e-Portfolios
• Candidates integrate Web 2.0 tools (e-portfolios) in the
classroom.
• Candidates are enthusiastic and amazed at the extended
use of Web 2.0 tools (e-portfolios).
• Candidates report implementation of Web 2.0 tools (e-
portfolios) in PK-12 classrooms.
• Candidates implement Web 2.0 tools as a more
purposeful inclusion of technology into PK-12 schools.
• Candidates say cloud-based e-portfolios will house
student products that will follow them from year to year.
27. Feedback Sessions
ETL PK-12 Teacher Graduates report:
• e-portfolios used in a variety of individual and cross curriculum
areas.
• a variety of processes implemented in e-portfolio construction.
• implementation of e-portfolios in a various stages of Helen
Barrett’s model.
• allow students to self-select various e-portfolio platforms in
order to construct personal e-portfolios.
• provide evidence of student reflection toward learning goals
within the e-portfolios.
• use of e-portfolios for formal and informal assessment
strategies.
28. Feedback Sessions
ETL PK-12 Teacher Graduates report:
• students share e-portfolios with diverse audiences beyond the
school environment.
• student e-portfolios provide opportunities to inspire student
creativity.
• student e-portfolio construction constantly evolving, not
finite, linear, or static.
• students value the e-portfolio process.
• interaction with various stakeholders to create e-portfolio
implementation policies and procedures.
• incorporate digital ethics for students as part of e-portfolio
processes.
• abundant use of Open Education Resources (OER) for e-portfolio
construction.
29. Qualitative Data Analysis
• Survey data indicated questions
regarding implementation of digital
portfolios vs. paper portfolios for
assessment at the PK-122 school and
district levels.
• Developed qualitative question to guide
coding and categorization or data
gleaned from the ETL Masters’ candidate
e-portfolios and feedback responses.
30. Results
1. Conclusions:
• Graduates of the ETL Master’s program are
contributing to the evolving process of implementing
both informal and formal e-portfolio assessment in PK-
12 schools.
• The growth of Web 2.0 tools contributes to the
implementation of the reflective e-portfolio practices
in PK-12 schools.
• Teachers of PK-12 students are working to increase the
use of e-portfolio assessments.
31. 2. Implications:
• Reflection eportfolio assessment beyond standardizing
testing will continue to grow and give more meaningful and
richer pictures that can help students understand their own
learning and to provide documentation that shows growth
over time as suggested by Barrett.
• The teacher's role at this level is not only to provide
feedback on the students' work, but also to validate the
students' self-assessment of their work as Barrett indicated.
• The use of Web 2.0 tools in the reflective e-portfolio process
add value and reveal a depth of knowledge to the PK-12
student learning.
32. 3. Suggestions for Future Research:
• Researchers may seek more information related to the
increased use of the reflective e-portfolio process in
core curricula areas of PK-12 classrooms.
• Researchers may be interested in use of reflective e-
portfolio practice related to informal assessments
within project- and scenario-based learning
environments.
• Interesting studies on the increased ownership of
students for personal self-assessment could be
beneficial to administrators and classroom teachers.
33. For More Information:
Lamar University
Beaumont, TX
http://lamar.edu/ &
http://tinyurl.com/7wbjugf
& http://stateu.com/lamar/