Wandra Coffield EdS Educational Technology EDUC 7101 ~ Fall 2009 Walden University Innovation and Diffusion of E-portfolios in K12 Schools

Introduction The state of North Carolina has recently discontinued the NC Test of Computer Skills. This statewide assessment was first administered to middle school students in the 8 th grade. This test was also a graduation requirement. Students who didn’t pass the assessment were required to receive remediation and re-test. Re-testing for students could occur up to age 21 after high school. Since the assessment is no longer required I would like to propose the implementation of the use of e-portfolios to assess technology literacy skills of upper middle and high school students.

Innovation and Diffusion Process Stage 1: Problem or Need Stage 2: Research Stage 3: Development Stage 4: Commercialization References

Stage 1: Problem or Need This innovation generates from a need to have students document and reflect upon their knowledge and learning experiences electronically in K12 settings and the need to allow them to use the latest technologies available to assist them in their e- portfolio development. There is also a need for teachers to have alternate forms of assessment for students.

Stage 2: Research Research Organization Research Findings Lead Thinkers

Stage 2: Research (Research Organization) The leading research for implementing e- portfolios in K12 schools comes from the REFLECT Initiative whose Research Director is Dr. Helen Barrett. The research project was conducted (

Stage 2: Research (Findings) Dr. Barrett explains in her findings that “From the comments made by the students in the focus groups, as well as the responses to survey questions, students wanted to be able to express their own individuality, choice, and creativity in their portfolios.” (Barrett 2008).

Stage 2: Research (Lead Thinkers) The lead thinkers for the research on the innovation of e-portfolios in K12 settings were Dr. Barrett and the REFLECT Initiative team as well as fellow educators.

Stage 3: Development Problems Intended Audience

Stage 3: Development (Problems) Dr. Barrett describes the problems with this innovation as “Limitations”. She also states “One problem with this study was timing, both in terms of its duration and in terms of the particular development of the Internet as it was emerging during the period of this research ( ). The project only lasted two years, which prior research on school change shows is much too short to show any lasting change. A majority of the students in the study used this particular system for one year or less. Furthermore, the changes in the Internet (moving from Web 1.0 to Web 2.0) and the emergence and popularity of social networking sites had an impact on student attitudes toward the specific tool used to develop these portfolios.” (Barrett 2008)

Stage 3: Development (Intended Audience) This innovation began by targeting students and teachers in K12 institutions.

Step 4: Commercialization The commercialization process for this innovation has focused on targeting the K-12 institutions. There is also a large advocacy for the use of Web 2.0 and other technology tools that will encourage students their e-portfolios with online resources such as wikis, blogs, and social networking sites such as Facebook© and MySpace©.

S-curve for e-portfolios in K12 Institutions This chart shows a steady progression in the use of e-portfolios as they are not only an active innovation in higher education institutions but the trend has begun shifting to K12 institutions.

Innovators and Early Adopters of E-Portfolios E-portfolios have becoming increasingly popular over the years in Higher Education Institutions. This concept has just recently been introduced to K12 schools. K12 schools are considering utilizing e-portfolios as a form of alternate assessment and a collection of knowledge for students. Because E-portfolios have had such a huge success in Higher Education institutions, I feel that High Schools will become the early adopters of this innovation. High School students are ultimately preparing to transition to college. As the High School’s embrace this innovation, then middle schools will seek to embrace it as well. To strategize the implementation of e-portfolios in K12 schools, I suggest that we focus more on… –Gathering data and collecting surveys from key stakeholders (i.e. teachers, students, administrators, parents) –Benefits of implementing e-portfolios in K12 schools –The positive impact e-portfolios will have on student achievement –How the e-portfolio process will allow students to prepare themselves for college and future careers. …and not completely on the technology aspect of it.

Possible Laggards… In looking at the implementation of this innovation possible laggards could include: –Teachers and/or administrators prefer traditional methods of assessing student knowledge –Those who focus more on the fear of the technology aspect of e- portfolios rather than the content it brings –Those who are skeptical about such a new endeavor and delay implementation until they have concrete data on its success. Strategies: –Testimonials from colleagues - Introduce key leaders and educators who support the adoption of the innovation have actually used it and experienced a positive outcome for their students. –Develop professional development opportunities in which teachers receive instructions and activities on the e-portfolio process. –Provide data and research that shows schools with students who’ve had a high success rate with the innovation

Perceived Attributes The perceived attributes for this innovation include : –Relative advantage (How this innovation is perceived by key stakeholders will determine its rate of adoption) –Trailability (Because the use of e-portfolios is relatively new to K12 settings, the adoption of e-portfolios in K12 institutions will initially be an experimental process with high school students. –Observability (Observations and perceptions of key stake holders will be key to it’s success)

Approaches for Adoption Decentralized Diffusion Key Change Agents (School Administrators, Teachers, and Parents) Critical Mass –Strategy: Assemble a group of key leaders and teachers who are highly respected as educators and who’s endorsement of this innovation would produce a positive critical mass.

References Barret, H. (2008). The REFLECT initiative: A research project to assess the impact of electronic portfolios on student learning, motivation and engagement in secondary schools. Barrett, H. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6),