Digital Portfolios & Partnerships
Participate and share : Interactive lecture
Monday, June 25, 9:00–10:00 am
Sara Baragona Missy King Ashley Strode
Digital portfolios allow students to provide evidence of achievements, hobbies, struggles and growth. We'll share our experiences of facilitating portfolios. Discover resources, experience a mini-class on portfolios, and find out how you can use portfolios to support student growth.
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||http://tinyurl.com/DigitalPortfolios-WholeStory
accounts in: www.weebly.com, sites.google.com, and/or www.wix.com
|Focus:||Digital age teaching & learning|
|Topic:||Communication and collaboration|
|Subject area:||Language arts, Career and technical education|
|ISTE Standards:||For Students:
A focus in education is student ownership of learning. Digital portfolios allow students to “own” their learning by requiring students to choose work samples from both academic and extracurricular activities. As students curate their work, they begin to see the connection between school and the world outside. Students become focused on creating great work (learning while they do) so that it can be shared with future colleges and/or employers.
Digital portfolios blend technology that students enjoy and want to use with the writing process that teachers need to see. Although the portfolio writing will be short, it is full of depth and meaning to the student. Our portfolio model also pushes some students into the challenging area of creating a video of themselves as an alternative to writing each reflection. We encourage students to be authentic and share themselves with the camera. These skills are new to some, old hat to others, but always challenging for any level. We and the students have tech skills that range from beginners to advanced. We partner with each other and students to learn the skills needed. Portfolios range from the basic to the advanced all dependent on student skill level. Students have used sites such as www.wix.com, www.weebly.com or www.sites.google.com. These three sites allow for the needs and skills of all learners to be addressed.
Throughout the session, educators will have access to our resources and lesson plans. We will model the process students take to create a portfolio. The educators will become students and leave this session with a sample portfolio. They will also have a new network in which to ask questions, explore ideas, and take risks. As educators, we want to support each other in the exploration of technology. The concept of a portfolio is not new, but expanding that concept to a digital world is still in its infancy. We hope to share our learning process and learn from the attendees. This journey to teach and shape the future is full of risk, joy, reward, and frustrations.
Primary presenter is Sara Baragona. I am currently in my 14th year of teaching. I have a degree in Education of the Deaf and Hard of Hearing. I also have a Masters in Educational Technology Leadership. I have worked with ages 6 months through high school. I spent the first 10 years of my career teaching Deaf and Hard of Hearing students. I focused on assistive technology in the classroom as a support for my students. I have spent two years in a classroom teaching math. I am currently teaching personal finance and Digital Publishing Tools. I have taken my passion for assistive technology to ALL students. Both of my classes are technology based and constantly changing. Digital Publishing spends quite a bit of time on portfolios. My students tell me that they love it and hate it. I make them work - videos, writing deeply about themselves, and exploring design.
Other presenters include Missy King, Library Media Specialist and Ashley Strode, Library Media Specialist.
Our ISTE audience will leave the session with a Google Drive folder full of our district’s resources. We have lessons, graphic organizers, examples, a 38 minute documentary titled Digital Portfolios: The Whole Child, The Whole Story and more in that folder. Attendees will also leave with a sample portfolio.
Attendees will understand the basic process for the creation of a digital portfolio.
Attendees will create a portfolio.
Attendees will discuss and share ideas that relate to supporting student learning and creativity.
The Intro: Partnership video http://mcsforward.blogspot.com/2017/02/blog-post.html (2 min)
The Why: Each presenter will share 2-3 minutes about their “why” behind Digital Portfolios.
The History & Future: Where we started and where we think we are going - 5 min
The Google Drive: Explore each folder in the Google Drive - cover contents briefly - 5 min
The Creation: We will have attendees open a device and start the process with us.
--Brainstorming - Who is the audience? Turn & Talk to a neighbor - 2 min, then share whole group 3-4 min
--Concept Map - 5 min of quiet to allow participants to think and answer. This can be done on paper, in the notes/memo on a phone, or in Word/Google Doc on a computer. Allow sharing or examples at the end of 5 minutes.
--Phase 2 - Organization & Planning - explore the graphic organizer students use in this process. 5 minutes for discussion/questions.
--Examples of Student Portfolios - 10 minutes - We will show several examples of portfolios so participants can see a “finished” product.
--Sites to Use - We will share the sites our students are using. 6 min
--Build - We will ask participants to choose a site in which to start building a portfolio. They can experience each site if they choose. This will be the remaining time of the session.
Presenters will walk the room and answer questions while participants are building portfolios.
Digital Portfolios in the Classroom: Showcasing and Assessing Student Work
By Matt Renwick