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Change is a process, not an event

In education, disruptive innovation serves as a catalyst for change. As change goes, most people do not like it, so incorporating disruptive innovations can be faced with challenges. In education specifically, resistance to change will surface from administration and faculty alike, which could prevent innovations from even being discussed. It is important, however, to fight this resistance to change in order to implement disruptive innovations which will prove worthwhile for our students.

In order to introduce a new disruptive innovation initiative in my building, I have developed a proposal that involves implementing ePortfolios for our special education students’ post-secondary transition files. Currently, transition activities are completed by the students and then stored in a teacher’s filing cabinet alongside their IEP documents. These files will follow the students through their four years of high school, and then upon graduation will be transferred to the district special education offices to be stored. There is no system in place for students to document, monitor, and reflect on their transition plans and goals. I have proposed that implementing an ePortfolio system will allow for students to monitor their interests and reflect on their growth throughout their high school careers. More importantly though, this ePortfolio will be able to leave high school with the students after they graduate and grow with them throughout their professional lives. The video I created and posted below further explains my proposal:

There is a lot of research on the effectiveness of implementing ePortfolios. Many institutions have been using ePortfolios in a variety of ways for a long time. Educational technology trends also support the benefits of using learning tools such as ePortfolios. Based on my research, I was able to develop an implementation outline for my proposal. My implementation plan will span over three years and will steadily move through the entire special education department in my building. Along the way, I will be adjusting my plan where necessary as well as gathering feedback from both my colleagues and students because there is always room for improvement.

Although I have made progress with my disruptive innovation plan, I still have much to learn about ePortfolios in order to effectively implement this change. The special education department is well aware of what transition activities will need to be completed during our students’ tenure in the high school. However, In order to effectively combine our preexisting knowledge and experience with transition activities, the following resources will be further reviewed in order to help myself, my department members, and our administration to understand and effectively implement ePortfolios with our students.

Annotated Bibliography

Cambridge, D. (2010). Eportfolios for lifelong learning and assessment. San Francisco, CA:  Jossey-Bass.

This book shows how ePortfolios can be used as assessment, but also emphasizes the importance of taking advantage of the distinct characteristics of eportfolios- combining reflection with multiple sources of evidence. The author also discusses how ePortfolios are being used to develop knowledge as well as to manage transitions between levels of education, education and the workplace, and places of employment.

Light, T.P., Chen, H. L., Ittelson, J.C. (2012). Documenting learning with ePortfolios: A guide for college instructors. San Francisco, CA: Jossey-Bass.

This book will provide the reader with approaches to understanding how to help students use ePortfolios and reflect on their learning through multiple contexts. The authors have filled the book with real-life models of successful ePortfolios projects while providing guidance to staff.

Reynolds, C. and Patton, J. (2014). Leveraging the ePortfolio for integrative learning: A faculty guide to classroom practices for transforming student learning. Sterling, VA: Stylus Publishing.

This book is a comprehensive and practical guide to use ePortfolios based off of the authors’ 15 years of experience. The book can be used by staff and administrators to help their students develop ePortfolios and make their learning visible – to themselves, their peers, their instructors, and any future educators or employers. The authors demonstrate how to embed practices into the classrooms and engage students in order to improve the outcomes by using practical strategies.

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