This action thesis project examines the practical applications and developments that can be rendered for the purposes of creating digital or electronic process portfolios. Part of the process for this action project was the development of an electronic portfolio Web site that can be accessed by teachers and K-12 students, as a prototype for developing their own electronic portfolios. Resources, links and templates can be accessed through a gateway Web page hosted at the uniform resource locator (URL) of: (http://webfolios.home.netcom.com/). In addition, a compact disk of this project is stored in the California State University Monterey Bay library archives.
Educational technology can support the documentation of students' and teachers' works, performances, demonstrations, and projects that go beyond the use of traditional assessment tools that reduce work solely to a numeral (Semple, 2000). However, the purpose of digital portfolios should be to support, not supplant standard assessment tools traditionally used in education. By broadening the base of assessment, validating "real world" competencies, and diverse ways of learning we are transforming our views of education and intelligence in unprecedented ways (Gardner & Hatch, 1986). The increased usage of computers with the advent of the Internet is making education available to the general population twenty-four hours a day, seven days a week.
The growing acceptance by educators of the theory of Multiple Intelligences or different ways of knowing theory as developed by Howard Gardner (1983, 1993, 1999) and current brain research (Abbott & Ryan, 2001) stimulates new discussions about education issues in the information age (http://edwebproject.org/edref.mi.th.html).
These discussions directly tie together how the brain is a pattern-seeking device, how students learn and are capable of different kinds of learning throughout their developmental stages. Students are known to have strengths, natural tendencies, talents and intelligences in more areas than one. Through mediated instruction by caring adults or capable peers students can strive to reach their fullest potential. Howard Gardner (2000) states that computers will allow educators to both personalize lessons and offer "active, hands-on learning" that support students' multiple intelligences and learning styles. "Current technologies seem tailor-made to help bring into reality the kind of MI approach I have endorsed" (Gardner, 1999, p. 180). He caveats these statements with a reminder that there are no guarantees of quality control in place for information or disinformation on the Internet.
Researchers throughout the
1990s have uncovered interrelated evidence in the cognitive sciences,
biological sciences, archeology and anthropology that is now starting
to show in considerable detail how humans actually learn. As
scientists study the learning processes, they are realizing that
the constructivist model of learning reflects the best understanding
of how the brain naturally makes sense of the world (Abbott &
Ryan, 2001). Brain research supports constructivist learning
and the multiple intelligences. The intent of this electronic
portfolio project is to provide educators with a basis that stimulates
an ongoing professional conversation about this topic. And, in
so doing fully recognize and appreciate the uniqueness and intellectual
potential of each individual student.
(http://www.ascd.org/readingroom/books/abbott01book.html).
The most important contribution of the constructivist model to instruction is in the learner's active rather than passive acquisition of knowledge. Russian Psychologist, Lev Vygotsky, now known for his Vygotskian Approach, defined the "zone of proximal development" (ZPD) as the distance between the actual developmental level for learning determined by independent problem solving and the potential development under adult guidance or in collaboration with capable peers (Vygotsky, p. 86). Lev Vygotsky's zone of proximal development enhances the constructivist perspective by adding the social context of learning (Dixon-Krauss, 1996). Vygotsky's work on socially mediated activity within the zone of proximal development emphasized that school instruction provides the social and cultural context for developing higher mental functions (Valsiner, 1988).
Electronic portfolio development lends itself as a vehicle that supports ways students learn through their multiple intelligences, and work collaboratively with teachers and peers. Critical thinking skills are inherent in the process of portfolio development as the student exercises metacognition to reflect upon his or her selected portfolio pieces. And, all of these factors are congruent with the constructivist's learning model of socially mediated activity that provides the social and cultural context for the transition from other-directed to self-directed behavior and growth within the zone of proximal development. The zone for each student changes continually as the students achieve metacognitive awareness of their own strengths, needs, and modes of learning and achieving. Ongoing authentic assessment, portfolio selections, teacher-student dialogues, up-to-date information about students' strengths and needs can inform the instructor about the individual student and the whole class. This is portfolio assessment (Wagner & Brock, p.163).
Our changing demographics and in particular our students considered "at-risk" require traditional and non-traditional ways of teaching and assessing culturally diverse students served in our public schools. Students come to our classrooms from various ethnic backgrounds and from countries around the world. English as a Second Language programs and the core curriculum have been restructured to accommodate a myriad of differing educational needs. The students considered "at risk" can be enriched along with the students "at promise" (Keefe, 1995; Stanley, 1996). Electronic portfolios can serve multiple purposes. They can exhibit students' academic growth processes, record language development, and showcase the many talents, and abilities students possess that would otherwise not be portrayed through traditional record keeping means. In the following section we will examine what portfolios are and how they are used as a possible "container" for the kinds of assessment information that really matters (Kieffer and Morrison 1994, p. 411).
A simple definition for portfolios is a collection of work processes or products representing a selection of performance. The term "portfolio" can be heard on the evening news in relation to an "investment portfolio." This definition of a portfolio contains a snapshot of a person's financial assets including stocks, bonds, yields and future prospects.
Artists have traditionally used portfolios to document achievements and a range of abilities. The container or portfolio exhibits the multiple sources of evidence collected over time in relevant settings (Paulsen, Paulsen, and Meyer 1991; Valencia 1990; Wolf 1991). The visual and performing arts has a tradition of showcasing accomplishments such as artists' gallery collections, photographers' samples, architects' blueprints, and completed projects, etcetera. If one views the concept of educational portfolios as an investment portfolio that showcases student accomplishments, a logical extension is the portrayal of a student's investment of his or her K-12 academic career. These portfolios can serve a dual purpose: for applications to higher education, scholarships, and future career opportunities. At the K-12 education level, a portfolio is a collection of a student's work that can be used to demonstrate his or her skills and accomplishments (Lankes, 1995).
Portfolios are not a new concept in the schools. For the past decade, educators have dialogued about portfolios, examined the portfolio option by attending in-services, conferences, and workshops. Some teachers experimented with developing portfolios as they did in the schools where I taught. These efforts to develop portfolios gradually ended up on the low priority list. As a participant-observer in the exploration of portfolios, I believe the effort was viewed as a portfolio task, as an overwhelming paper and record keeping burden, rather than as a teaching tool or learning opportunity. Some educators overcame logistical problems such as criteria, storage issues and, for some the traditional paper portfolios endured the test of time.
According to the Northwest Evaluation Association, a portfolio is "a purposeful collection of student work that exhibits the student's efforts, progress, and achievements. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merits, and evidence of self-reflection" (Paulson, Paulson, Meyers 1991). A cautionary note is given by Richard J. Stiggins (2001), who thinks of portfolios as a "communication system that can tell a story about student growth and development" rather than as an "assessment system" (p. 471).
Much of the literature on the subject of K-12 portfolios resounds a consensus of this definition: a portfolio is a purposeful collection of student work that tells a story of a student's self along with an account of his or her selected achievements or growth characterized by a strong vision of content, skills and processes addressed with references to criteria. This process is different with each grade level. The youngest students need more help in the selection process, however, the older students' dynamic self-assessment and participation is essential to an authentic portfolio collection.
One of the expectancies of our students, as they mature and go work in the different careers, jobs and industries of the 21st century, is to develop what David Thornburg (2001 see also 1996) calls "technological fluency." This means that future employees will need to know which tools are best for which tasks and must know how to use them effectively. Active participation or development of electronic portfolios will afford students the opportunities they need to become fluent users of technology. This action project provides information and links as to what tools students, at minimum, need to begin developing technological fluency through development of their electronic portfolios (http://www.pbs.org/teachersource/thornburg/).
If one takes the concept of traditional paper portfolios and adapts and applies the use of current electronic technology then this is the essence of the electronic portfolio. The electronic part of the portfolio includes technologies that allow the portfolio developer to collect and organize artifacts in many formats such as audio, video, graphics, and text. A standards-based electronic portfolio uses hypertext links to organize the material, connecting artifacts to appropriate goals or standards.
Dr. Barrett, of the University of Alaska Anchorage is an internationally known expert in the field of electronic portfolio development for schools, universities, and the private sector. Some of the literature references used for this action thesis are found in her Web site that contains a wealth of knowledge on this subject (http://transition.alaska.edu/www/portfolios.html).
Often, the terms electronic portfolio and digital portfolio are used interchangeably. Dr. Barrett makes a distinction between these two terms: an "electronic portfolio" contains artifacts that may be in analog (e.g., videotape) or computer-readable form. In a "digital portfolio," all artifacts have been transformed into computer-readable form. According to Dr. Barrett, if the "digital or electronic portfolio" does not meet the definition of a "purposeful collection" of artifacts that show growth and progress then the portfolios fall under the "digital scrapbook" category (Barrett, 2000).
The technology of electronic portfolios can facilitate records in compact disk/CD form that can be cumulative and portable through the grade levels, and small enough so that they can be mailed to other schools in the event of relocation. The CD-ROM is particularly appealing for storage in an academic setting, and portable enough for a student to carry throughout his or her academic career. The story of what and how students best learn can be told and viewed through their eyes, minds, and voices. Electronic portfolios can be a great equalizer. The computers, when made accessible to students, do not judge by gender, race, creed, color, age or station in life. The challenge as always will remain in the access to computers and how educators dispense knowledge to students. The willingness to acquire the necessary skills, continued support of staff and commitment to grow with technology will make a difference in this endeavor.
Quality portfolios are purposeful collections of work that demonstrate a student's reflections of understandings, beliefs, attitudes, and growth, and for this reason I believe that portfolios are worthwhile agents of change. The benefits include working through ideas to make sense, re-examining activities that include self-reflection, assessment of one's own progress, and bolstering self-confidence. These are some of the reasons I believe that the benefits far exceed those of a final exam or any solitary assessment tool, even though portfolios are significantly more work.
Today's students are born into and growing up in a media-centric world that differs not only from that of our grandparents and parents, but has changed much even within their own generation. How can we reach our students with the knowledge that abounds and multimedia tools available? Computers were once thought by educators to be another fad in the schools. Now we know they are here to stay. Used properly, computers can become a learning tool, like a pencil, or a library book. Like any other educational tool we must be vigilant that the instrument does not dominate the learning process (Lederman, 2000). The Internet has opened the world of libraries and museums to our classrooms. Are we going to deny our students these opportunities to learn and grow through access to knowledge?
If we deny our students the
opportunities to think and learn using the current technologies
available, for whatever our reasons, then we will be unnecessarily
contributing to the digital divide. The term "digital divide"
refers to the world of the digital "haves and have-nots"
as users and consumers of technology. Our students will be going
into careers and occupations that are evolving or not yet defined
(http://www.digitaldividenetwork.org/content/sections/index.cfm and
http://www.edu-cyberpg.com/Teachers/digitaldivide.html).
Technology when used for the good of all can be a great equalizer. English learners, also known as limited-English speaking students, and non-English speaking users can benefit from Internet information in their primary language. Additive bilingualism is supported by Vygotsky's constructivist learning theory of zones of proximal development. In order for instruction to be effective, it must begin in the present levels of actual development (i.e. native language) and expand to include potential development (i.e. English language development) through collaboration (Stanley, p. 145). Access to materials and information in the primary language has been a constant challenge to schools often because of budgetary obstacles. Computers and the Internet are making access to learning in the primary language a more attainable goal even in the face of politics and language learning in our country.
WHAT LED ME TO THIS PROJECT
My personal process for developing this electronic portfolio project has been by no means linear. I have been tinkering with computers since the early eighties. In 1996, my class was awarded six computers. The transformations I witnessed in my classroom through my teacher's lenses energized my interest in how students learn. I noticed that my students started looking at each other differently. The special education child became a wizard on the computer. Students went to her for help in certain areas and she felt less hesitant to ask for help when she needed answers from her peers. Students who were "shrinking violets" started to express themselves in different ways using technology and again showed their talents. Bodily-kinesthetic students who could not sit still for long were experiencing extended times of focus and concentration in their chosen collaborative projects. Students were on task for extended periods of time whether on the computer or not. The benefits seem to overlap into other areas. Confidence was visible in the students with lots of smiles and not many schoolyard brawls to speak of. All of these visions of how learning can be enhanced with technology and how teaching with this tool can highlight the many talents children possess were part of the inspiration for the development of the K-12 Electronic Portfolio Web site.
As an educator I saw the benefits of using technology in many areas. At some point I realized that technology is so advanced that even my elementary school students were able to quickly and intuitively learn Kid Pix, Microsoft programs and the many other software tools the market has to offer. Why could many more K-12 students not do so too? If an educational or professional portfolio could be placed in a digitized format and be light enough to carry around in a jewel case, why should a K-12 electronic portfolio not be developed for students by students?
The appeal of the new possibilities and applications for teaching with technology intrigued me to look further. Could teaching/learning and applying technology be used as a tool to help students develop their intellectual potential? The exploration for how this product may help students show their multiple intelligences has become part of my mission. My passion for following these intellectual pursuits has been a driving force behind this K-12 electronic portfolio action project. Like many classroom teacher researchers, I am in search of understanding why things work or do not work in the classroom. This project can be used as a guide to help teachers and students develop their own electronic portfolios.
Electronic portfolios can capture "snapshots" of a student's learning process that would otherwise be lost in time and space. Electronic portfolios were not a part of my pedagogy in my early teaching days, obviously, since the concept had not yet evolved. However, even back then I wanted to capture some of the magic or essence of learning with my students by audio or videotaping some of their works. I have recorded first graders reading their original stories composed and read by them in a whole language unit. I conducted this lesson with four reading groups of first graders fourteen years ago while I was student teaching in Northern California in both English and Spanish. Using today's technology their voices are crisp and clear as if they had just read and recorded their stories yesterday (http://webfolios.home.netcom.com/Samples/Student Work Samples.html).
While teaching fourth grade Social Studies, I witnessed how my students blossomed when they were able to find information to write reports about Egypt and the Pharoahs in Spanish, their primary language. The fourth grade students researched Egypt using books, encyclopedias, saw images and pictures of what they were reading about on the Internet. They looked up definitions in both Spanish and English, and felt validated both intellectually and culturally. They found information in their language that they could read and understand. Not having access to the learning of concepts and history, such as in this example of Egyptology, until children have mastered English would unnecessarily put the students behind their contemporaries. When my students visited the Egyptian museum on a fieldtrip to San Jose, our guide was amazed at the level of knowledge the students exhibited and the questions they asked him. Technology and access to information helped this process in transfer of knowledge to come about.
Later, I decided to videotape the students giving their Egyptian reports as they showed the artifact, model or statue, they had studied. This effort served three purposes: (1) the students were able to review and reflect on their projects; (2) they were able to review and study their classmates reports, thus, adding value to their knowledge base; and (3) they could share the report with their parents. They were very proud of this project as I was of them.
These recorded learning opportunities are supportive of the constructivists' learning theory that is congruent with my educational pedagogy. I also realized that multimedia could cater to Howard Gardner's Theory of Multiple Intelligences (Veenema & Gardner, 1996; Wolf 1999). I adopted the MI theory early in my teaching practice. This theory became a springboard for my personal development of a philosophy of education. (See Table No. 1.)
After this experience, I conducted many more classroom projects using technology at our disposal having been awarded six computers through PC Day Grants given by Smart Valley Incorporated of Santa Clara. All of these experiences guided me to exam and to search for how students construct meaning from knowledge; how students can show what they know using their multiple intelligences; and how technology can serve all the aforementioned.
The logical use of digital applications for portfolio storage over paper portfolios with today's technologies makes the holistic assessment and view of a student more practicable. Paper that turns yellow, brittle, collects dust, and has no place for storage will no longer be an issue. Three-dimensional models, visual arts, or other works may now be captured digitally rather than lost to a one-time exhibition. A special visual performance, audio recording for readings, music or a debate may now enjoy immortality. Some may say these can be videotaped, recorded or photographed, however, we return to the issue of storage.
Even when the transition to electronic portfolios is performed in a methodological and gradually planned manner, it is not an easy task. What are the advantages of using electronic portfolios to justify such an effort? Electronic portfolios foster active learning, motivate students to display their work, and encourage students to periodically self reflect upon their work, which is an important component of learning. Electronic portfolios can also serve as concrete instruments of feedback on student performance for teacher-student, parent-teacher, and parent-child discussions. Electronic portfolios provide an efficient method for displaying high standards of student work, are accessible for upkeep, can store multiple media, and allow for cross-referencing student work because of the dynamic nature of Web pages, and are easy to upgrade.
The digital or electronic portfolios can give a richer truer picture of the many students' intelligences, talents, and abilities through their performances. We can gain a better understanding of a student's abilities and accomplishments by looking at the student's work rather than at an abstracted final grade (Niguidula, 1993).
One of the reasons I decided to embark on this journey of discovery about digital or electronic portfolios was to build a useful product of the process. Electronic portfolio creation is still in a relatively embryonic stage of development, and the information that is available is very scattered. The purpose of this action project is to pull together current resources in the form of an example that is applicable to K-12 learners and beyond through teacher and or peer mediated instruction.
The end product of this action thesis includes a Web page that showcases works of students and teachers from K-12 schools through higher education. These works include successful projects that have been captured using technological applications. Resources and links are available so that a viewer may have access through this Web page to explore and design viable proposals for the various approaches possible for their school community. One of the key features of this project is to help connect educators and students in helping one another through this process.
In addition, templates and samples of students' work throughout my teaching career are incorporated into demonstration segments utilizing various electronic technologies available. These technologies include, but are not limited to, PC and Mac computers, video camcorders, compact disks (CD-ROM/and CD-RW) scanners, digital cameras, and zip drives with supporting software programs (Ores, Morgenegg & Finger, 1998). Digital portfolios can be utilized to document, record, and exhibit works in progress.
Besides providing information of particular interest to the school community, the K-12 Electronic Portfolio Web Page includes numerous resource links to many educational institutions developing portfolios. These resources will afford educators the opportunity to learn from like-minded educators. Personnel within institutions with experience of applications can network to develop think tanks to share knowledge.
The Electronic Portfolio Web page designed for this action project provides a relatively simple model or prototype that can be used as a basis for the development of a digital or electronic K-12 learner process portfolios. A paper version of this text will be housed in our library archives. Besides the Web page on the Internet, a CD-ROM form of the Web page is available in the California State University of Monterey Bay Library (http://library.csumb.edu/).
Intelligence |
Description |
Multimedia Contribution |
|
Logical/Mathematical (Scientific thinking) |
This intelligence deals with Inductive and deductive thinking and reasoning, numbers, and the recognition of abstract patterns. |
Text and data Tables and graphs Comparative analysis of teacher’s work over time |
|
Verbal/Linguistic |
This intelligence is related to words and language, written and spoken. |
Text, both written and oral Creative forms of expression Sound Variety of text forms, Formats, fonts, and design |
|
Visual/Spatial |
This intelligence relies on the sense of sight and being able to visualize an object |
Graphics Links within the portfolio and to other sites Logos, images Creative forms of expression |
|
Bodily/Kinesthetic |
This intelligence is related to physical movement and the knowings/wisdom of the body |
Producer is “learning by doing” Ability to move through the portfolio (not a static page) Reader can create own movement through portfolio |
|
Musical/Rhythmic |
This intelligence is based on the recognition of tonal patterns, sounds, and sensitivity to rhythm and beats. |
Sound which capture mood, style, feelings, etc. Video |
|
Interpersonal |
This intelligence operated primarily through person-to-person relationships and communication |
Photographs of self Photographs of others involved Comments about self and feedback from others |
|
Intrapersonal |
This intelligence related to inner states of being, self-reflection, metacognition, and awareness of meta-spiritual realities. |
Reflection by self and others Planning and production requires metacognition Integration of values and action through linked material |
|
Naturalist |
This intelligence relates to recognizing relationships and systems within one’s environment. |
Organization of materials and links into a system of levels of information |
From Digital Professional
Portfolios for Change published (1999) by Skylight Professional
Development (p.15)
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