Measurement of Technology Initiatives and Support for Innovation Plan
The integration of technology in education has increasingly been recognized for its potential to transform learning environments and improve student outcomes. This literature review examines the measurement of technology initiatives, particularly focusing on ePortfolios, to support the proposed innovation plan aimed at enhancing personalized learning and student engagement at Valdymas College. By reviewing the existing literature on the effectiveness of ePortfolios and related digital tools, this review aims to establish a robust foundation for measuring the impact of these initiatives and ensuring their alignment with the overall goals of the innovation plan.
Impact on Personalized Learning:
Overview:
Advocated for experiential learning, where education is grounded in real-life experiences and active participation (Dewey, 1938). Dewey believed that education should not only transmit knowledge but also foster critical thinking and problem-solving skills through hands-on learning experiences.
Measurement Strategies:
Surveys and Questionnaires: To assess student satisfaction and engagement with personalized learning paths.
Academic Performance Metrics: Tracking grades and performance improvements in personalized learning environments (Pane, Steiner, Baird, & Hamilton, 2015).
ePortfolio Content Analysis: Evaluating the diversity and depth of learning artifacts and reflections to gauge personalized learning (Buyarski & Landis, 2014).
Student Engagement and Ownership
Overview:
Student engagement and ownership are critical for effective learning. ePortfolios enhance these aspects by allowing students to document and reflect on their learning journeys (Cambridge, 2020).
Measurement Strategies:
Reflective Practices: Analyzing students’ reflective entries for depth and frequency to assess ownership and engagement (Barrett, 2005).
Focus Groups and Interviews: Gathering qualitative data from students and teachers about their experiences and perceived benefits (Eynon et al., 2017).
Application of Knowledge in Real-World Scenarios
Overview:
ePortfolios bridge the gap between theoretical knowledge and practical application, preparing students for real-world challenges (Lorenzo & Ittelson, 2018).
Measurement Strategies:
Project-Based Assessments: Evaluating student projects that apply classroom knowledge to real-world problems.
Employer Feedback: Collecting feedback from industry partners on student preparedness and practical skills (Driessen et al., 2017).
Career Readiness Indicators: Tracking job placements, internships, and career
Comparisons with Traditional Learning Methods
Overview:
Comparing the outcomes of ePortfolio-based learning with traditional methods to highlight advantages and areas for improvement (Eynon et al., 2017).
Measurement Strategies:
Longitudinal Data: Tracking student progress over time to identify long-term benefits and challenges (Barrett, 2018).
Feedback Loops: Implementing continuous feedback mechanisms to refine and improve both ePortfolio and traditional methods.
Challenges and Benefits of e-Portfolio Implementation
Challenges and Benefits of e-Portfolio Implementation
Overview:
While e-Portfolios offer numerous benefits, their implementation poses challenges such as technological infrastructure and training needs (Gibson & Barrett, 2018).
Measurement Strategies:
Infrastructure Assessments: Evaluating the adequacy of technological infrastructure and identifying gaps.
Training Effectiveness: Measuring the impact of training programs on the proficiency and confidence of educators and students (Driessen et al., 2017).
Cost-Benefit Analysis: Analyzing the costs associated with ePortfolio implementation versus the long-term benefits (Lorenzo & Ittelson, 2018).
Integration of Educational Technology
Overview:
e-Portfolios are part of a broader trend towards integrating digital learning platforms to support personalized and flexible learning (Cambridge, 2020).
Measurement Strategies:
tools integrated with e-Portfolios.
Learning Analytics: Utilizing analytics to track learning behaviors and outcomes across different digital platforms (Yancey, 2019).
Support for Innovation Plan
The innovation plan at Valdymas College aims to implement ePortfolios to drive personalized learning and enhance student ownership and real-world application of knowledge. The literature reviewed provides several key insights to support this plan:
Foundational Basis for Personalized Learning
e-Portfolios enable personalized learning by accommodating individual learning styles and goals, leading to increased engagement and academic performance (Yancey, 2019).
Enhancing Student Engagement and Ownership
By providing a platform for students to document and reflect on their learning, ePortfolios foster a sense of ownership and deeper engagement (Cambridge, 2020).
Real-World Application and Career Readiness
e-Portfolios facilitate the practical application of knowledge, preparing students for real-world challenges and enhancing career readiness (Lorenzo & Ittelson, 2018).
Addressing Implementation Challenges
Recognizing and addressing technological and training challenges is crucial for the successful implementation of ePortfolios (Gibson & Barrett, 2018).
By integrating these insights, the innovation plan can effectively leverage ePortfolios to enhance personalized learning, student engagement, and real-world application of knowledge at Valdymas College.
References
- Barrett, H. (2005). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
- Barrett, H. (2018). EPortfolios as a Catalyst for Self-Directed Learning. Journal of Educational Technology, 34(2), 45-59.
- Buyarski, C. A., & Landis, C. M. (2014). Using an ePortfolio to assess the outcomes of a first-year seminar: Student narrative and authentic assessment. International Journal of ePortfolio, 4(1), 49-60.
- Cambridge, D. (2020). Enhancing career readiness through ePortfolios. Journal of Educational Technology, 55(2), 91-105.
- Driessen, E., van Tartwijk, J., Overeem, K., Vermunt, J. D., & van der Vleuten, C. P. M. (2017). Conditions for successful reflective use of portfolios in undergraduate and postgraduate medical education. Medical Education, 41(3), 226-232.
- Eynon, B., Gambino, L. M., & Török, J. (2017). Reflective practice through ePortfolios: Connecting learning and application. International Journal of ePortfolio, 7(1), 11-22.
- Gibson, D., & Barrett, H. (2018). The electronic portfolio boom: What’s it all about? Educause Review, 43(3), 26-38.
- Lorenzo, G., & Ittelson, J. (2018). An overview of e-portfolios. Educause Learning Initiative, 1(1), 1-27.
- Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation.
- Yancey, K. B. (2019). ePortfolios in personalized learning: Supporting diverse learning experiences. Educause Review, 54(1), 28-35.