Multimedia Presentation: Digital Portfolios

1. Multimedia Presentation: Digital Portfolios Walden University Tiffany Wilkinson Dr. AmarAlmasude

2. Digital Portfolios The purpose of the innovation is to allow students to create projects and convert school work into a form of technology to represent their accomplishments (New Mexico Regional Technology Assistance Program, 1999).

3. Digital Portfolios were designed to give teachers and students a clear, organized way to gather evidence of accomplishments and growth over a period of time using software that can be passed from one computer to another, saving space and improving communication and organization.

4. Collation of Essential Schools, Brown University Brown University conducted a study at two secondary schools. Throughout the study, the researchers developed the requirements needed from teachers, students, and technology. The examiners determined the steps that should be taken to effectively improve time and space problems of portfolios. The researchers are concerned in the perception of the innovation and how to develop and grow upon its weaknesses.

5. Difficulties Throughout the Study The researchers realized that there were design issues. For example, some teachers would like to see all work samples by one student, while others would like to see a specific task from all students. This is an organizational issue in which teachers are affected.

6. Difficulties Throughout the Study In addition, there were also technical considerations. What is the best way to condense the digital space needed? How could the networking between in school and out of school communication be produced effectively?

7. Future Difficulties The Collation of Essential Schools have identified several problems the digital portfolios may face in the future. • Technical requirements • Confidentiality • Additional features

8. Diffusion This innovation has yet to reach its full potential. While most universities have adopted it, K-12 are still not completely involved. Universities use programs, such as eCollege or Blackboard, to organize and use digital portfolios.

9. Innovation Decision Process Confirmation Persuasion

10. Knowledge • Teachers were very familiar with using portfolios to collect student work. However, in the early 2000s, educational institutes began gaining information of electronic portfolios. They realized the growing use of technology, and began finding uses for it.

11. Persuasion • Aspects that have persuaded: • Students: • Use of portfolio as a resume (higher education) • Visual representation of their accomplishments • Feedback from instructors • Educators: • Also, used as a resume builder • Tool to better manage, review, reflect, and comment on student work • Portfolios can be stored in small spaces and easily carried compared to paper porfolios

12. Administrators • Easy to reflect on instructor and student work over a period of time. • Align work to cirruculum (Batson, 2006)

13. Decision • Many universities decided to give the innovation a trial run, resulting in adoption. Important decisions that were made by administrators were: • Artifact inclusion • Technology tools • Evaluation and assessment procedures • Reflection use (Strudler & Wetzel, 2005)

14. Implementation • At the start of many portfolios, universities give tutorials. Univesity of Texas-Pan American offers educational tools with step-by-step procedures and telephone support for instructors and students. http://www.utpa.edu/dept/curr_ins/undergraduate/docs/Electronic_Portfolio_Review_and_Tutorial.pdf

15. Costs: • Grants are often obtained to support the need for the technology and training.

16. Confirmation • Benefits have been recognize of the use of digital portfolios: • Take up very little physical space, but can hold massive amounts of information. • Can include collaborative work that otherwise would not be incorporated. • Easy to share with teachers, students, parents, corporations. • Gain technology skills. (Abrenica, n.d.)

17. S-Curve 60 50 40 30 20 10 0 November December January February March April May June July August

18. S-Curve • Innovators: The administration • Early Adopters: Faculty and students who turned in work to their portfolios throughout the course • Early Majority: Faculty who required portfolios after opinion leaders • Late Majority: Skeptical educators who did not require portfolios in this first year • Laggards: Instructors who did not require students to use portfolios

19. References • Abrenica, Y. (n.d.). Electronic Portfolios. San Diego State University. Retrieved October 8, 2009, from http://edweb.sdsu.edu/courses/edtec596r/students/Abrenica/Abrenica.html • Batson, T. (2006). The electronic portfolio boom: what’s it all about? Campus technology. Retrieved October 8, 2009, from http://www.msnc.la.edu/include/learning_resources/emerging_technologies/eportfolio/ePortfolio_boom.pdf • Leon, L. D. (2007). Electronic portfolio review and tutorial. University of Texas Pan-American. Retrieved October 8, 2009, from http://www.utpa.edu/dept/curr_ins/undergraduate/docs/Electronic_Portfolio_Review_and_Tutorial.pdf • New Mexico Regional Technology Assistance Program (1999). Digital portfolios. Retrieved October 1, 2009, from http://reta.nmsu.edu/lessons/digital/ • Niguidula, D. (1993). The digital portfolio: a richer picture of student performance. Retrieved October, 2009, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/bb/ac.pdf • Strudler, N. & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: issues of initiation and implementation. Journal of research on technology in education. Retrieved October 8, 2009, from http://coe.nevada.edu/nstrudler/Strudler-Wetzel-JRTE05.pdf