Review of the Literature

                                                ePortfolios and Learning

​

Advances in technology have become an asset for educators, technology is a powerful tool that one can utilize to evaluate and assess the progress of students. Students are taking advantage of the technology circle, they are most savvy on the Internet, this is why I believe that a web-based digital portfolio represents the next generation of eportfolios.

 

ePortfolio Learning and Why

In 2002 a High School in East Providence, RI was in trouble with scores being low, no student motivation, students dropping out and many disciplinary problems.  The state commissioner of education came to the school and reorganized the school into smaller learning communities. The learning communities were smaller and had its own principal. The communities would operate in the same building, and each would maintain a partnership with a local college or university. (Waters, John K, 2007)

Each learning community offered their own curriculum, the Hope Leadership School teaches business, law and government, and Junior ROTC; the Hope Information Technology School allows students to work in television production or to focus on computers and computer networking; and Hope Arts provides courses in theater, music, dance, and fine arts. (Waters, John K, 2007)

Amy Weigand was a teacher who wanted to be a part of the Hope High reform effort. Amy had previously worked at another High School where she got some experience with electronic portfolios. (Waters, John K, 2007). A requirement for No Child Left Behind Act, in Rhode Island schools was to choose two of four possible types of evidence of a potential graduate's subject proficiency: senior projects, exhibitions, end-of-course exam results, or portfolios. Weigand believed that e-portfolios will become the norm in her state. (Waters, John K, 2007). Weigand studied under one of the creators of the e-portfolio she first saw Digication's Spotlight e-portfolio application while a student at RISD. She took a class taught by Kelly Driscoll on introducing the technology into the classroom. Driscoll and her husband, Jeffrey Yan, another RISD faculty member, had developed the program. Yan and Driscoll were encouraged to take their project to the next level, in which Digication was created, which now sells two components that the couple developed: the Campus course management software and the Spotlight e-portfolio solution. (Waters, John K, 2007)

Technology Today

Students of today have tools and knowledge available to them in the technology area that is just phenomenal. Technology is so advanced in the world today, there are such amazing things that can be done with technology. The sad part is, is that are schools are still behind times. This could be due to lack of training or teacher knowledge in the area of technology. It is very important that we support technology in our schools, we must encourage Digital Portfolios, so that we can meet the needs of all students in the 21st century and modernize the way students learn. In the process we will see a change in our student body, independence, responsibility, and the ability to reflect. (Nichols, Jennifer Rita) The use of Digital Portfolios in the classroom can expand on students learning.  There are many different techniques that students and educators can use to learn, such as pictures, videos, and audio. When students are able to demonstrate what they know and show expression, they are gaining self-confidence and feel like they are making achievements. A Digital portfolio will allow students to track and demonstrate their growth during their educational experiences. Digital portfolios can be easily accessible to students, parents, and educators. Students relate to technology, they have the ability to play around with technology and figure things out. Technology has evolved in time, it can be very user-friendly, and students gain show progress by learning how to effectively create and maintain a digital portfolio. (globaldigitalcitizen.org). A digital portfolio will allow students’ to become responsible for their personal learning and education. (Nichols, Jennifer Rita). Digital portfolios or e-portfolios allow students to create and save their work. If students’ create and share their work, they are being creative and authentic. Students can decide and analyze what they create on their portfolios. Portfolios help students develop a sense of belonging and creativity. When a student can visually see their accomplishments, they gain self-confidence, which is the key to the student’s future success. (globaldigitalcitizen.org)

 

Technology and Teaching  

When implementing a project of this nature, it is very important to utilize staff such as if there are any instructional technology specialists on campus, or tech savvy teachers. A student or two may even be an advocate for this project. Everyone on campus must embrace the concept of eportfolios and using technology.  The culture within the school must be positive and motivational. All classrooms must engage in technology, set learning goals, objectives and be engaged. This process must be a learning experience for everyone, classroom technology must be a positive evaluation. We as educators need to provide students with the best access and opportunities to new learning resources. The ultimate goal is to prepare our students for their future. (edutopia.org)

 

Blended Learning and Technology

As we move into change and the 21st Century we can no longer depend on the norm in our classrooms. We must embrace the concept of the blended learning model and the regular classrooms. It is essential that technology is embedded in education.

Clayton Christensen Institute has tracked the growth of blended learning models in our Blended Learning Universe directory (www.blendedlearning.org), which profiles more than 400 blended learning schools. The data they have collected suggests that schools continue to expand and evolve their blended approaches. (Horn, M. B., & Fisher, J. F. (2017). In 2014, Western Wayne Schools in Pershing, Indiana, created an alternative blended learning program. This program was put into place to work with students’ who were failing courses and in danger of dropping out. This was an alternative program, in which students could enroll in online courses to recover credits while also enrolling in traditional courses. With the flexibility, they found that they could benefit all students. Students were able to enroll in an online course, which was at their own pace.  The classroom environment was flexible, there were students’ online learning, being tutored or in group-study sessions.  Teachers are able to work one-on-one with students and in small groups, this allowed for a very flexible classroom. (Horn, M. B., & Fisher, J. F. (2017).

“The urge to use technology to reach each student more effectively undergirds an evolution in blended learning that is well underway.”(Horn & Fischer, 2017)

Blended learning models including rotation model, flex model, and enriched virtual model allow for students’ to learn and embrace education at their personal level. Personalized learning is unique in that, students’ can engage at their own level, create at their own level and evolve at their own level. (Bryan Goodwin, 2015)

By offering students multiple pathways to demonstrate learning, we are shifting the teaching to individual learning. While providing flexible learning spaces for students’ students’ can be in groups, mentoring, and independent learning. (cdn.nmc.org)

Blended learning can and will be essential in the 21st Century. Students’ can use technology skills, by using the computers as a tool. Integrating technology in our classrooms will give students’ what they need to be productive in their future endeavors. By using blended learning and technology we will be empowering teachers to transform lives and communities. We must be flexible, willing to learn and teach different things, experiment, be committed to the trend, and have a positive mindset. We must engage all students, and make a difference in the teaching and learning. Technology can and will offer advanced learning to students.

Educational Change and Technology

According to the NMC/CoSN Horizon Report, 2017 K-12 Edition, in partnership with the Consortium for School Networking (CoSN), technology is expanding in K–12 education. A program called Mind Spark Learning offers, trainings and workshops; preparing students for the careers of the future. Educational leaders must embrace coming trends in technology for education with more efficiency and effectiveness. (Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017). Technology is embedded into students’ lives, students embrace technology and can positively relate to changes in technology.  Even though students use technology extensively, technologies are not are not being used to the best of their abilities in the classroom. (ECAR, December 2015). According to a, ECAR technology survey was sent to approximately 970,000 students at 161 institutions, yielding 50,274 responses across 11 countries and 43 U.S. states. This year’s findings are based on a stratified random sample of 10,000 U.S. respondents and shed light on a number of topics:

• Technology Experiences:

Technology is a positive influence in students’ lives. Technology has a moderate influence on students’ active involvement in classes. Students’ say they get more actively involved in courses that use technology.

• Technology Ownership and the Campus Environment:

Students own more technology devices than ever. Students’ report that campus network performance is lower than is reported by students who live off campus. Campus Wi-Fi is disappointing and slow.  In the future networking managers will have to expand capacity to keep up with a projected increase in connected devices.

• Mobile Devices and Student Learning: Students and faculty both have high levels of interest in using mobile devices to enhance learning.

• Technology Resources and Tools: Students use technology extensively, but evidence shows that technologies are not achieving their full potential for academic use.

• Analytics and Data Privacy: Most students support institutional use of their

data to advise them on academic progress in courses and programs.

• New Models for Education: The majority of students say they learn best with a blend of online and face-to-face work. (Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017).

 

Technology can be used as a tool to engage students in meaningful learning, we need to just put it into practice. Students do have positive inclinations toward technology, we must educate them and make sure they are prepared to use technology in schools and in their future. Technology needs to be the norm, I look forward to the future of no hard copy books and using computers, hand held devices and such.  The future in teaching and learning, is where students use technology to get actively involved in their coursework. I encourage schools to get on board and faculty to incorporate strategic, pedagogically sound uses of technology into their teaching practice.

 We as educators must embrace technology and encourage students’ to connect and engage in technology. Technology is our future and that of our students’ also. Technology can prove to improve student outcomes. Technology in academics will enable students to become leaders and innovators in technologies future. Technology can help bridge the gaps in various student experiences in the classroom.