e-portfolios
DESCRIPTION
E-Portfolios. EDUC 7101: Diffusion and Integration of Technology in Education Charlotte Vaughn. 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 - PowerPoint PPT PresentationTRANSCRIPT
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E-Portfolios
EDUC 7101: Diffusion and Integration of Technology in Education
Charlotte Vaughn
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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
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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.
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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).
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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
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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.
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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).
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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.
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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.
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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.
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The Innovation-Decision ProcessKnowledge
What are E-portfolios? How will it work in my classroom? Why does it work?
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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.
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The Innovation-Decision ProcessPersuasion
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
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The Innovation-Decision ProcessDecision
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.
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Innovation-Decision ProcessImplementation
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
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Innovation-Decision ProcessConfirmation
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.
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Innovation-Decision ProcessConfirmation
Students can visual examine and determine their growth and learning throughout the school year.
E-portfolios provide an alternative way to assess students.
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Standard Technology Adoption S-curve
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Roger’s Innovation Adoption Curve
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Emerging Technologies Curve
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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)
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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)
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Innovators and Early Adopters
Teacher Education- Schools, colleges and departments of education are the innovators and early adopters of e-portfolios.
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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
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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.
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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.
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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.
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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
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Change Agent
Key Change Agent- Literacy and Math CoachSeven Roles of a Change Agent1.Develop a need-Standards based and 21st
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.
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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
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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.
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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).
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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)
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“I hear and I forget. I see and I remember. I do and I understand.” -Chinese Proverb
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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
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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.