Multimedia Presentation: Digital Portfolios Walden University Tiffany Wilkinson Dr. Amar Almasude

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). 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).

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.

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.

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. 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.

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? 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?

Future Difficulties The Collation of Essential Schools have identified several problems the digital portfolios may face in the future. The Collation of Essential Schools have identified several problems the digital portfolios may face in the future. Technical requirementsTechnical requirements ConfidentialityConfidentiality Additional featuresAdditional features

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. 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.

Innovation Decision Process Knowledge Decision Implementation Persuasion Confirmation

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. Knowledge

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 Persuasion

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

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) Decision

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. uate/docs/Electronic_Portfolio_Review_and_T utorial.pdf Implementation

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

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.) Confirmation

S-Curve November December January February March April May June July August

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 S-Curve

Key Innovators: Higher Education Administrators – Relative Advantage (Persuasion) – Complexity – Compatibility – Trailability and Observability Early Adopters: Faculty – Relative Advantage (Persuasion) – Complexity – Compatibility Innovators and Early Adopters

Older Instructors – Relative Advantage (Persuasion) – Compatibility – Complexity Laggards

Compatibility Complexity Relative Advantage Most Important Attributes

Centralized diffusion system – Administration decides to adopt Decentralized diffusion system – Peer diffusion Diffusion System

Administrators – Develop a need for change – Create an intent to change client (program) – Translate an intent into action – Stabilize adoption and prevent discontinuance – Achieve a terminal relationship Faculty – Establish an information exchange relationship – Diagnose problems – Translate an intent into action – Achieve a terminal relationship Key Change Agents

Critical Mass Innovators Early Adopters Early Majority Late Majority Laggards % of Adopters

References Abrenica, Y. (n.d.). Electronic Portfolios. San Diego State University. Retrieved October 8, 2009, from Batson, T. (2006). The electronic portfolio boom: what’s it all about? Campus technology. Retrieved October 8, 2009, from _boom.pdf _boom.pdf Leon, L. D. (2007). Electronic portfolio review and tutorial. University of Texas Pan-American. Retrieved October 8, 2009, from al.pdf al.pdf New Mexico Regional Technology Assistance Program (1999). Digital portfolios. Retrieved October 1, 2009, from Niguidula, D. (1993). The digital portfolio: a richer picture of student performance. Retrieved October, 2009, from pdf 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