When I initially started the course, I wondered about the name. Disruptive innovation in technology? “Disruptive” doesn’t really have a positive connotation. So after I learned what it really was about, I was pleasantly surprised. Disruptive education is basically introducing new ideas or teaching strategies into the class that deviates from the normal routine of the class. As teachers, we should be flexible and welcome change. I feel that’s exactly what I did throughout this course, while formulating my innovation plan.
In order to present my disruptive innovation plan to administration, I developed a proposal , on the use of ePortfolios in the classroom. The proposal focused on preparing our students for their post-secondary lives, regardless of the path they choose. Students don’t save their assignments, because they are required to archive them. Students aren’t always partaking in higher level thinking skills, like reflecting, which helps foster an authentic learning experience. I proposed that students, in the high school, have ePortfolios to help foster an sense of ownership, self-awareness and ultimately become a life-long learner. By teaching our students to be life-long learners, this will ensure that they use their ePortfolio after they graduate. The ePortfolio is a great tool that really helps our students show their learning process in a variety of ways, while showcasing their strengths. I was able to highlight my beliefs, on the benefit of the implementation of ePortfolios in the classroom, in my innovation plan video .
It was then time to bring my proposal to life. I stated the general idea of “rolling out” the innovation plan, but it was time to go into detail. I was able to develop a tentative innovation plan outline . The plan was originally a year and half. After submitting and getting feedback, I extended it to a two and a half years and really tried to focus on the “why”.
After I completed my proposal, it was time to find the facts to back it up. I completed my literature review , to support the belief that the use of ePortfolios in the classroom not only prepares them to be lifelong learners but also prepares the for the future. I will admit, during this assignment my “fixed mindset” was becoming more prominent. I haven’t written a paper in a while, so my patience and confidence was being tested. After the initial frustration, I was able to channel my inner “growth mindset” and get to work. This written piece really taught me the “power of yet”.
Even though I have completed extensive research for my literature review, the innovation plan is far from complete. Aspects of the plan can continue to be improved and I want to ensure that the plan runs as smoothly, as possible. I will continue to research to find any information to help support my belief, on the effectiveness of ePortfolios in the classroom. I have already formulated a list of reading materials that I will review, to enhance my implementation plan.
Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass.
This book introduces the idea of ePortfolios being used as assessments. It has evidence to support the use of ePortfolios as assessments. It also offers suggestions for future directions on curriculum, assessment, and technology.
Eynon, B., & Gambino, L. M. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Sterling, VA: Stylus Publishing, LLC.
This book has 20 case studies on the impact of ePortfolios. This book focuses on the use and impact of ePortfolios used in a wide ranges of colleges and universities. The book claims to be a huge resource for those who want to keep up with the demands of the 21st century.
Ittelson, J. C., Chen, H. L., & Light, T. P. (2012). Documenting Learning with ePortfolios: A Guide for College Instructors. John Wiley & Sons.
This book explains ePortfolios and how to use them in the classroom, to have students record and reflect on their learning. It also outlines critical tasks to implement ePortfolios. The book also give real-life e-portfolio models. It offers guidance, support and suggestion on use ePortfolios as assessments.
Renwick, M. (2017). Digital portfolios in the classroom: Showcasing and assessing student work. Alexandria, VA: ASCD.
This book is a guide to help teachers to understand assessments. It focuses on ePortfolios, the implementation of them, and the results.
Reynolds, C., Patton, J., & Rhodes, T. (2015). Leveraging the ePortfolio for Integrative Learning: A Faculty Guide to Classroom Practices for Transforming Student Learning. Sterling: Stylus Publishing.
This book is for educators and administrators on the use of ePortfolios. It’s a guide to help them to assist students to make their learning visible to peers, instructors or possible employers. The authors describe the strategies for faculty to incorporate ePortfolios in their courses to guide the scaffolding to develop students’ skills and reflect.