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Professional Development: Integrating Educational Technologies in the 21st Century Classroom

Learning Module

Abstract

This learning module is designed to help 21st century educators learn the skills necessary to successfully implement 21st century e-learning pedagogies in the classroom by utilizing multimodal meaning making. The sequence of the professional development takes educators through a self-assessment, an acknowledgement of the barriers of integrating educational technologies in the classroom, provides solutions to those problems, and involves educators in creating multimodal transformative assignments to utilize as a part of their curriculum.

Keywords

Professional Development, Multimodality, E-Portfolio, E-Learning Technology, Google Sites

Introduction: Multi-Modal Education Integration

"If change is viewed as categorically different, what is, and what was, become divisive and often creates false dichotomies. In contrast, if change is viewed from Pierce’s philosophical position of synechism (i.e., everything is continuous, Houser & Klosel, 1992) what is and what can be, are continuations of what was" (Mallette & Mthethwa, 2012. p. iii).

Teaching in the 21st century requires that educators have developed curriculums and pedagogies that meet the need of 21st century learners. There has been a distinct change in education, due to access and development in an ever-changing technological world for those born after 1981 (Miller, 2007). The millenial generation has come to know meaning through a variety of tools and resources. Some of these include, music, video, messages, text feed, images, and the endless source of information we know as the internet (Miller, 2007). In this same regard, those who did not grow up in this realm of technology, but are living and working in it, can at times struggle to incorportate these different modes of meaning making, because they also struggle to be motivated to learn about them, master them, and then transform their established educational curriculum to incorporate new e-learning tools and pedagogies. 

Multimodal literacy, or the ability to connect tools used outside of the classroom for meaning making, to make meaning in new ways inside the classroom is a current trend in education. For educators, who are considered expert or master teachers, who did not grow up utilizing technologies and e-learning technologies at that, the transition can be contentious. However, education reforms and institutional innovations have recently asked more of educators than ever before regarding the implementation of e-learning tools and the integration of multimodal meaning making. It has become increasingly important in this new world of education to incorporate the "how" students learn into curriculum as the ultimate goal is to help students achieve success upon graduation from high school and higher education. Cope and Kalantzis (2009) contribute to this point by stating:

"We would argue that today, new schooling needs to promote a very different kind of citizenship—an active, bottom-up citizenship in which people can take a self-governing role in the many divergent communities of their lives—the work teams, their professions, neighbourhoods, ethnic associations, environments, voluntary organizations and affinity groups" (Cope & Kalantzis, 2009. p.172).

The purpose of this learning module is to formulate a reasonable argument for the acceptance of change in the realm of education to better prepare 21st century students for the 21st century global workplace. Additionally, this learning module will act as a model for integrating e-learning technologies as a mode of meaning making for students and teachers. It will serve as an innovative professional development that will guide educators through several facets of integrating multimodal learning techniques in their classroom, culminating with an agentic act of designing one for the first time. This professional development is targeting educators who have "little to some" self-efficacy regarding the implementation of e-learning technologies in the classroom. 

To enhance the need for a change in education and learning for students and teachers alike, the following video represents the needs of the 21st century learner. These ideas apply to educators as lifelong learners as much as they apply to students. In the video, Diana Rhoten, the Director of Digital Media and Learning Projects for the Social Science Research Council, remarks that:

"In the 21st century it's learning the tools and the skills of remaking content and becoming the creator and the producer" (1:40-1:55). 

Media embedded November 16, 2019

(MacArthurfoundation, Dec. 2010) Rethinking learning: The 21st century learner. Retrieved: https://www.youtube.com/watch?v=c0xa98cy-Rw 

Intended Learning Outcomes:

1. Teachers will identfy the factors that contribute to one's motivation to integrate multimodal e-learning techniques in the classroom.

2. Teachers will examine the barriers to the integration of e-learning technologies in the classroom and posit at least one solution to address these barriers.

3. Teachers will evaluate their curriculum and determine several ways in which they can incorporate mutimodal pedagogies into it. 

4. Teachers will be able to successfully navigate and utilize at least one of the Google G-Suite educational affordances.

5. Teachers will create a Google Site E-Portfolio and evaluate the ways in which this peer reviewed project incorporates multiple literacies and can be incorporated as an e-learning tool in individual classrooms.

Collaborative Intelligence:

​a. The e-learning application Padlet will be utilized for all comments to updates throughout this learning module. Much like Scholar, it will provide a continual collaborative stream of information with a broad range of expertise to be evaluated by peers. The information will serve as the formative assessment of the module and will enhance the experiecne of each educator moving through the learning module. 

b. Link to Padlet: https://padlet.com/lewyckyj/1aq7n9iqzcl0

c. Finally, the peer reviewed assessment at the end of the module will be posted to Padlet where it will be viewed, reviewed, and revised for publication and use in the classroom as an example for students.

Note: This PD can be completed invidually at an individual pace within deadlines, or as a sustained PD program over the course of assigned days. 

Teacher Professional Identity and Agency

Educator

Media embedded November 16, 2019

                   (Mount Royal University, Jul. 2013) Teacher professional identity. Retrieved: https://www.youtube.com/watch?v=v5jjdF_y3Jo

Teacher Professional Identity: The ability of an individual to mediate teaching, drawing upon past, present, and intended future experiences (Sexton, 2008). 

Comment: Please watch the brief video above. Although the range of experience in this professional development is broad, from new teachers with 1-5 years of experience to those with 20 + years of experience, the ideas and acknowledgements remain the same. Consider the following questions during and after viewing the video:

​Additional Comment Information: For each update and comment section, please comment on two other peers' Padlet submissions to enhance the dialogue stream.

1. How has your experience as an educator shaped your ideas regarding pedagogy?

2. How did your pre-service teaching curriculum prepare you for real-world classroom experiences?

3. What strategies do you utilize as an educator to face the challenges that await 21st century learners and educators?

4. How has your practice changed year to year? In other words, in what ways has your practice innovated to align with the needs of the learners throughout your career?

5. Finally, what role do you think technology plays in education and in what ways should it be utilized in the classroom to best prepare students for life after school?

Please share your answers on the IETC Padlet to get a sense of the broad examples that shape and form teacher professional identities. You may also identify similar examples that are essential to most educators consideration of their own identity. 

Link to Padlet: https://padlet.com/lewyckyj/1aq7n9iqzcl0

Teacher Agency: The capacity of teachers to act purposefully and constructively to direct their professional growth and continue the growth of colleagues (Noonan, 2016).

Read the following short article on Professional Development and Teacher Agency written by Harvard Scholar James Noonan, Ed.D. Link: https://scholar.harvard.edu/jmnoonan/blog/professional-development-and-teacher-agency-we-know-it

After reviewing the article, consider the following questions as a segue into why professional development is important, and how your identity and agency make a difference regarding your value and acceptance of professional development. 

Comment: 

1. What is Teacher Agency and how does it relate to professional development?

2. Do you agree more with Jal Mehta or Ilana Horn regarding teacher participation in the development of and execution of professional development?

3. Reflect and comment on the following quote. Additionally, posit at least one way in which teachers can "be more effective actors in the complex social world of the classroom" (p. 2).

 

Triadic Reciprocity Framework Core Agency Model (Jenkins, 2019)

Comment: Consider the model above. Share on the Padlet which aspects of the model you feel most contributes to your ability to intentionally act in a way that effectively meets the needs of your given student learning outcomes. After sharing out, answer the following question:

1. Utilizing data from the TRFCAM model above, determine which combination of factors most motivate you to innovate and incorporate multimodal opportunities for learning in your classroom.

All answers should be posted in the collaborative space provided on the Professional Development dashboard via Padlet.

Link: https://padlet.com/lewyckyj/1aq7n9iqzcl0 

 

Administrator

Administration Introduction:

As the facilitators of this professional development, it is important to sequence properly the information adults are consuming as professionals and experts in their field. Noonan (2016) states in an article on professional development and teacher agency that it is important to avoid the "accumulated advantage phenomenon" (p. 2). This is where those who have more experience continue to gain more experience and expertise and those who are not as high level thinking and innovative, may not be able to draw any positive outcomes from collaborative professional development. In this regard, this professional development is set up to provide background information as to why it is important for each individual to examine questions surrounding education in the 21st century as well as be able to self-identify and develop skills necessary to meet the needs of 21st century learners. The goal of this professional development is to acheive the ability to implement one innovation in the classroom that aligns with learners' needs in today's world. 

Importance of Teacher Identity and Agency Regarding Professional Development (PD):

Noonan (2016), cites Shulman & Shulman (2004) when examining how motivation plays a role in teachers actively participating in learning activities and the application of new instructional strategies. If teachers are not motivated, it is clear, that they will be less likely to innovate and successfully do so at that. Regarding multimodality, 21st century learners (both students and teachers) need certain skills to be successful. Among these skills are the ability to "bridge the gap between how students live and how students learn" (Spires, Morris & Zhang, 2012, p. 2). Implementing lessons utilizing multimodalites and mutliple literacies for meaning making is a tool to bridge that gap. 

The importance of this professional devleopment is to assi teachers who teach 21st century learners to develop the skills they must teach to meet the needs of these learners. Self identifying and drawing upon experience (Teacher Professional Identity) to purposefully enact intentional innovations that align with the intended learning outcomes (Teacher Agency) is the first step in doing that. 

Step 1: Introduce the theory behind the professional development.

Step 2: Introduce Teacher Identity and Agency and begin by asking educators to view the video and respond to the prompts in groups that will post on a professional devleopment Google Classroom.

Step 3: Encourage educators to move through the module and continue to post in the continual collaborative space of Padlet. 

Benefits of E-Learning Integration

Educator

Introduction:

There are many benefits to integrating e-learning in your classroom. 21st century students are growing up in an era of technology that is unprecedented. The amount of knowledge that is constantly within reach and the modes in which it is delivered are countless. At times it seems we often critcize students for "being addicted to their device". The reality is that they know no different. To harness this criticism in the classroom, scholars draw upon the definition of Ubiquitous Learning. Learning that occurs, anywhere and anytime. 

PART 1:

One of the many barriers to successful professional development is the ability to find the time to do it. If you are mandated to do it, often times it is not meaningful in an equitable way to all of those who attend. An educational company called Agilix developed The Dawn Academy which boasts "professional development-anywhere and anytime."

"With even the most inspiring trainings, the glow fades quickly as teachers return to daily life. Dawn Academy incorporates consistent human interaction into PD, with peer feedback, conversation and collaboration, and on-demand coaching that keeps training personal, current, and—most importantly—actionable in the classroom" (https://agilix.com/dawnacademy/#about).

Briefly visit the link below and Comment on the Padlet PD page whether or not you would be: UNLIKELY, LIKELY, OR EXTREMELY LIKELY to either "attend" a ubiquitous PD or design and try to publish a ubiquitous PD.

Additionally, Comment  on the benefits of this type of learning option in regards to your own identity, agency, and professional experience.

Link: https://agilix.com/dawnacademy/#about

PART 2:

The benefits of technology in the classroom

https://centretechnologies.com/importance-of-technology-in-the-classroom/

​The link above provides 10 benefits to integrating technology in your classroom. One of the most interesting statistics available is that a study conducted by PBSlearning resulted in 74% of teachers believing that technology reinforced their lessons and curriculum. 

​Comment: How does technology reinforce your curriculum? How could you better use technology to meet the needs of the 21st century learner? Do you feel as though your curriculum does not benefit through the use of technology?

Notable Benefits:

1. Time

2. Supplemental Information

3. Instant feedback and collaboration

4. Student familiarity

5. Cost (E-books vs. Text Books)

6. Adaptive technologies- "Learn the learner as the learner learns" (Woolley-Wilson, 2012)

​Comment: Watch the video below. As you are exposed to more of the benefits of e-learning technologies in the classroom and multimodal literacies, think about some of the ways you can better implement these pedagogies in your classroom. Additionally comment on at least three BARRIERS to integrating these ed-tech applications in your classroom on a daily basis.

Link to Padlet: https://padlet.com/lewyckyj/1aq7n9iqzcl0

Media embedded November 17, 2019
Media embedded November 24, 2019

Supplemental Note: Reference the chart above published by PBS Education for the top 10 reasons why teachers decide to utilize technology in the classroom. Compare these reasons with your own feelings regarding the integration of educational technologies in your curriculum.  

Administrator

Introduction to the Benefits of E-learning Integration

As a segue into part two, the administrator in charge of facilitating this professional development should introduce the benefits of e-learning integration. Teachers are evaluated yearly in a way that declares them experts, but often, not in a way that encourages much change. Restrictions on the federal and state level by mandated testing and annual yearly progress reports, can discourage innovation and the acknowledgement that any integration of technology could enhance their lessons and overall curriculum. Additionally, the research shows that those who are motivated intrinsically to utilize technology are the ones who do so successfully (Zhu & Engels, 2014). 

Citing scholarly research could be considered traditional and not innovative regarding professional development. As we ask teachers to create anticipatory sets for the beginning of a lesson, drawing educators in a professional environment to be engaged is important. However, carefully chosen research could help motivate educators to consider the PD further in their own practice if it is relative, relatable, and relevant. 

"People tend to have fears and anxieties about the future that take time to overcome. Some people like change and thrive on it, while others do not. Some may repsond to innovations in a more quick and timely manner, and some may be slow to adapt and try. For example....some institutions and teachers have already embraced it (innovation), but some are slower to respond to the new development, especially in the way that they actually use it in classrooms" (Zhu & Engels, 2014, p. 140).

By first addressing the issue that can be considered one of the largest barriers to integrating educational technologies and allowing meaning making through multiple modes, you can set the stage for engagement in regards to possible solutions, perceived usefulness, and acceptability. 

Administrative facilitators should review and comment on the PD Padlet to provide feedback to those posting. Engaging in this dialogue will help enhance the PD session as well as contribute to its lasting effects beyond the completion of the module.

Benefits of Educational Technology Integration:

The following video provides great supplemental insight as to how technology integration in education or the lack there of sometimes may be what Dr. Suzy Cox of The Utah Valley University School of Education calls "an old people problem". She goes on in the video to discuss the wonders and possibilities of technology combined with scientific evidence on brain development of teens in the 21st century. Dr. Cox examines how adults and teens alike utilize technology for entertainment but it can also be a powerful learning tool. She states, "Technology is capable of so much potential to enhance creativity, communication, collaboration and critical thinking" (Cox, 2015). As evidence for the benefits of technology in the classroom, she offers that some of the most incredible innovations to the world has seen have been created by kids barely out of high school. 

Media embedded November 17, 2019

              (Tedx Talks, Jul. 2015) Teens, technology, and transformation: Suzy Cox, TEDxUVU. Retrieved: https://www.youtube.com/watch?v=341hHTShopM

 

Addressing Barriers to Technology Integration

Educator

Theory: One of the most distinct issues with the integration of educational technologies in the classroom are the barriers of integrating technology in an educational setting. Conversely, one of the most salient points to make is that understanding the barriers to integrating technology in the classroom can also serve as a way to help think about the issues and develop solutions to the problems instead of ignoring them. This section will focusing on interpreting barriers to inclusive technology integration and examining two approach solutions known as "TPACK" and "TripleEEE".

Activity: Barriers to Ed-Tech Integration Padlet

Reasoning: This section is designed to provide a practical approach to addressing the barriers of integrating educational technology that plague teachers on a daily basis. Examining these barriers and addressing them by utilizing the professional experience that teachers who are not considered "digital natives" have will be useful in the transition of implementation. 

1. Read the following article by clicking on this link: https://districtadministration.com/computer-technology-in-schools-barriers-to-technology-integration/

1a. Read the following article regarding how to address potential barriers to integrating ed-tech in your classroom. Self-identify which barriers (first-order or second-order) contribute most to you either utilizing or not utilizing ed-tech as a part of your curriculum. https://www.learnovatecentre.org/barriers-to-technology-integration-in-k-12-classrooms/

2. On the collaborative learning board "Padlet", choose 2 of 11 barriers that you, individually, most identify with when it comes to integrating technology into your classroom. Post the 2 reasons with a brief explanation regarding why you feel the way you do. 

3. Upon review of your colleagues responses and posts on Padlet, research or develop one possible solution for either your 2 barriers, or 2 other barriers that your colleagues discussed and post those on Padlet as well. 

Link to Padlet: https://padlet.com/lewyckyj/1aq7n9iqzcl0

Following the completion of the "Barrier Padlet" an administrator will introduce two educational theories as possible solutions to the barriers that exist regarding technology integration in education. 

Solution 1: Technology, Pedagogy, and Content Knowledge (TPACK)

Johnson et al. posits:

"Pedagogical content knowledge (PCK) has long been discussed as crucial for effective teaching (Shulman, 1986). Effective educators must not only be domain experts, but also understand how to flexibly use the affordances of different pedagogies for particular content topics. With the advent of numerous novel technologies over the past decades, educators have an abundance of technologies to leverage to make their teaching more effective" (Johnson, Jacovina, Russell, & Soto, 2016, p.16).

With the addition of technology into education it is important that teachers have a pathway to learn the technological skills necessary to implement technological applications in the classroom to positively address the needs of 21st century learners. The TPACK framework allows for the development of skills in conjunction with each other to successfully address the 21st century learners needs. The graphic below introduces the TPACK framework as a collaborative knowledge process for 21st century educators.

(Tpack.org. Retrieved from: https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/

View the following video to understand how you can better self-assess your own skills, content knowledge, and curriculuar technological usefulness to choose the best pathway to integrate the proper technologies into your classroom to positively ffect the highest student learning outcomes possible. 

Media embedded November 20, 2019

                           (Common Sense Education, Jul. 2016) What is the TPACK model? Retrieved: https://www.youtube.com/watch?v=yMQiHJsePOM

Upon finishing the video, ​Comment on the following questions:

1. What aspects of TPACK do you feel most confident with?

2. Which areas of TPACK could you improve upon? How will this professional development, if at all, address any of the areas in which you need to improve?

3. How could you utilize collaborative learning as you would in your classroom, in your professional life to coordinate solutions to any technology integration problem you may have?

 

Solution 2: Triple E- Engagement, Enhancement, Extension

Introduction:

Professor Liz Kolb of the University of Michigan School of Education designed the Triple E framework to assist educators in easily evaluating which technological tools can be most useful to them in designing pedagogical approaches using ed-tech to assist in meeting the learning needs and intended outcomes of 21st century students. 

One of the largest barriers to implementing ed-tech in the classroom is deciding how it will effect the outcome of student learning objectives, and additionally, if it is more useful than traditional didactic pedagogy. Consider the following Triple E modle and subsequent rubrics to help decide how to utilize technology in your classroom as a solution to the barriers presented earlier in this section.

A model and explanation of this framework is below:

Retrieved from: https://www.tripleeframework.com/framework-models.html

- To examine which instructional strategies utilizing the integration of educational technology are right for you, evaluate the following attached rubrics designed by Kolb and the University of Michigan School of Education. 

triple_e_evaluation_of_educational_applications.pdf
educationaltechnologyvalueevaluation__2_.pdf

Comment: https://padlet.com/lewyckyj/1aq7n9iqzcl0

1. Uitilizing the Triple E framework, how could you involve educational technology in your curriculum?

2. Do you feel the rubrics provided give enough guidance and framework for you to begin to or continue to successfully integrate new educational technology applications into your curriculum and classroom?

3. Do you feel these two models/frameworks sufficiently address the barriers identified in the beginning of this section?

4. Comment on three other peer posts in Padlet. Try to find and examine ways that align with your own curriculum to comment on. These ideas may supplement your own curriculum or clarify any hesitations you may still have. 

Triple E Framework Link:

https://www.tripleeframework.com/

 

 

 

 

Administrator

Administrator Facilitation:

The introduction of the theme for this section "Barriers to integrating ed-tech" is extremely important. The subsequent frameworks associated with the module which educators will work through are based on a complete understanding of the internal and external factors that contribute to a lack of technology integration. Create a Padlet as a creative collaborative tool where faculty can contribute anonymous thoughts and suggestions regarding their personal feelings regarding barriers to ed-tech, including, possibly, administrative and institutional support or lack thereof. 

Johnson et. al (2016), cited in a literature review on barriers to integrating educational technology that "According to Ertmer et al. (2012), the most commonly cited reason for lack of technology implementation in the classroom is inadequate professional development and training" (p. 6).

It is for this reason that it is important this professional development addresses all aspects of potential concerns regarding the lack of implementation. 

The video below can be shown to the group or viewed as supplemental support for theory and development of innovative PD's.

Media embedded November 20, 2019

               (Nelson, M. 2015) Providing effective professional development for educators. Retrieved from: https://www.youtube.com/watch?v=mG7fXp5BmOE

One of the salient points of this professional development video is to be sure that the PD itself does not solely focus on facilitating the promotion of a new idea, material, or strategy, but rather, that it focus on how it all relates to student learning outcomes. If teachers don't believe it will help achieve something for students, they are not likely to utilize what they learn during a PD. As Nelson (2015) states, PD should be rooted in discourse and collaborative learning experiences. 

The following chart can be referenced in conjunction with the video and educator side activities for this section of the learning module. One of the most important aspects of the chart to keep in mind throughout the module is the connection to teacher experiences as learners just as they keep in mind their students as learners when developing curriculums which include integrated technologies.

Earley & Porritt (2014) Retrieved from: https://www.researchgate.net/figure/Effective-Teacher-professional-development-cycle-Based-on-Earley-Porritts-2014_fig1_315447892

 

Curriculum Development: Multi-modal Integration

Educator

Integrating Educational Technology into YOUR curriculum

​Electronic Portfolios are quickly becoming one of the most common and useful tools regarding the integration of technology into the K-12 classroom. One reason is because regardless of your topic of study, an e-portfolio can serve as an accurate representation and collection of what students know and have completed throughout any given course. 

Included in e-portfolios as demonstrations of learning can be:

  • Written essays with revisions to examine progress over a period of time
  • Media elements such as: Videos, Podcasts, Audio Recordings, and Images
  • Recommendations
  • Evidence of creativity and performance
  • Examples of extra curriculars and leadership in or out of a classroom

View the following video for a basic introduction via Auburn University on e-portfolios. Afterward, collaboratively Comment on how you may be able to integrate electronic portfolios in your own curriculum regardless of your technological savvyness. 

Media embedded November 23, 2019

(AuburnWrites, Nov. 2013) What is an ePortfolio? Retrieved From: https://www.youtube.com/watch?v=xvqBORISA5k

Understanding the importance of the e-portfolio model is extremely important when integrating them into your classroom. One distinct point to make is that it is not a vehicle to dump random assignments and artifacts into a central location. These artifacts and assessments are to be specifically designed by the teacher to showcase the full breadth of knowledge accumulated in all facits of the students participation and engagement in a course. Evaluate the model below to determine the usefulness of an e-portfolio in your curriculum. 

Retrieved from: http://eportfoliosblog.blogspot.com/2007/10/21st-century-portfolios.html

Link to Padlet: https://padlet.com/lewyckyj/1aq7n9iqzcl0

Administrator

Administrative Introduction:

One way to easily integrate technology in an authentic and transformative way is to encourage teachers to encourage learners to develop electronic portfolios (E-portfolios). According to the University of California at Berkeley Center for Teaching and Learning, an e-portfolio can be defined as "a purposeful collection of sample student work, demonstrations, and artifacts that showcase student's learning progression, achievement, and evidence of what students can do".

This collection of artifacts can be reflected in any subject or content matter. It can include benchmark assignments, both written or in project form which could include media, oral presentations, or any other proper depiction of student learning. 

As a tool for assessment, faculty and institutions alike can examine student learning outcomes over a long period of time. This affordance can be developed through a variety of different avenues. One of the most popular (and free) is through Google Sites. The remainder of the PD will focus on how to develop a Google Site for E-portfolio representation and how to integrate it into your classroom. 

For supplemental information, view the links below to visit UC Berkley and Clemson's websites regarding e-portfolio development and use in education.

https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio

https://www.clemson.edu/academics/programs/eportfolio/information.html

Google Sites

Educator

Google Sites E-Portfolio Components

STEP 1: What is Google Sites?

Google sites is a product of the GSuite. Users can easily develop websites that automatically connect and save via their google drive. The only prerequisite is that the user have a google account for synchronization. Users can embed media easily and create a collaborative learning tool that is easy to use and free. 

To access Google Sites:

  1. Google Apps. Click on the square made of nine squares.
  2.  Click on more. If you do not see the app-
  3.  Click on Even more from Google.
  4. See All Products. Scroll down until you see "See all products."
  5. Sites. Scroll down a little more until you see Sites. Click on Sites.

View the following video to be introduced to the Google Sites platform. If you are already familiar with it, this will serve as a refresher. Additionally, you can mentor others on how to develop and utilize Google Sites in education. This video will talk you through the steps of beginning a "New" Google Site. You can pause and create at any time you are willing. 

Step 1. View video 

Step 2. As the video moves through its introduction, pause it, and create your new Google Site titled "Your Name- E-Portfolio".

Step 3. Practice embedding images, text, and video. It does not have to be perfect, as this is a draft of what you will complete for the peer-reviewed project in the final portion of this learning module. 

Video:

Media embedded November 23, 2019

                      (Teachers Tech, June 2014) How to use the new google sites-tutorial. Retrieved: https://www.youtube.com/watch?v=Dm8nEq4jVJg

 

STEP 2: Creating Student E-Portfolios with Google Sites

The Process:

  1. You have already created a draft of a Google Site. This will be utilized as a model e-portfolio for students to view, when developing their own relating to the curriculum for your particular class. (Note: Within a department, this could be a collaborative experience based on progression from one grade to the next, culminating in years of evaluation, revision, and publication)
  2. Determine which aspects of your curriculum you are going to have students integrate into their e-portfolio. In otherwords, which asssessments and evaluations are most important to determining the progress students have made throughout your course. 
  3. Collaborate with other teachers in other disciplines to examine whether or not there are possible inter-disciplinary benchmarks that could be collaboratively evaluated.
  4. Begin designing your model e-portfolio for students to view.

For supplemental information on creating an e-portfolio, and what to include yourself, as well as what to have your students include, view the pdf document below from the University of Minnesota Morris and the subsequent video from Auburn University.

(Gades, 2017)
Media embedded November 23, 2019

(AuburnWrites, Feb. 2019). Introduction to ePortfolios. Retrieved: https://www.youtube.com/watch?v=3n8UG3YOOFU

Conceptual and Theoretical Reasoning for Justification:

1. According to Inside Higher Education over 80 colleges and universities are revising the common application system for high school students applying to college. The intitial group of 80 schools including Stanford University, University of Chicago, North Carolina at Chapel Hill, the University of Michigan and University of Virginia are leading the way forming an organization known as the Coalition for Access, Affordability, and Success. Their goal is to utilize a three step process for high school students applying to higher education institutions.

  1. Examine high school students e-portfolios.
  2. Create new ways to interact with and evaluate high school students.
  3. Finally, create a new application system where colleges develop their own application questions based on student evaluation.

For more information on this article visit: https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach

2. According to the Association of American Colleges and Universities, more than half of all colleges and universities utilize some form of eportfolio to assess student learning outcomes. If we are to prepare students for college, it is important to expose them to 21st century skills that will help them succeed when they leave secondary education. (Link:https://www.aacu.org/eportfolios)

Administrator

Administrative Introduction

The point of this section of the learning module is to introduce Google Sites as an avenue for teachers to develop their own e-portfolio to model for students' who will eventually develop their own. It is important to keep in mind that this PD will have been chosen by educators who have not yet utilized e-portfolio's in their classroom but may have experience with Google Sites or the GSuite for Education in general. 

Additionally, the continuation of the Padlet which has been the board of discourse throughout this entire PD and that has served as the collaborative knowledge resource will be important in this section. Educators can share their work via this PD Padlet and can review other educators work with the assigned rubric in the next section. 

Be sure to make note of the theory and concepts described in the last part of the "Educator" section as they will serve for the basis of reasoning for this section. Refer to the links. 

Before educators move onto the next section which is the development of a peer-reviewed google site e-portfolio, encourage educators to refer to the following model when determining how to organize their work. 

(Mazlan, Sui, & Jano, 2015) Retrieved From: https://www.researchgate.net/figure/A-conceptual-framework-of-eportfolio_fig2_279161199

 

Peer-Reviewed Professional Development

Educator

Peer Reviewed Google Site E-Portfolio Development Instructions:

1. One of the most commonly utilized rubrics for e-portfolios was developed by Joan Vandervelde of the University of Wisconsin-Stout. For the purpose of this peer-reviewed Google Site E-portfolio development, the following link will bring you to the rubric that will be utilized to assess your e-portfolio. 

Link to Rubric: https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html (Vandervelde, 2018)

2. For organizational purposes, refer to the following Google Site E-Portfolio as an example when developing your own detailed site. 

Link to Higher Ed. E-Portfolio: https://sites.google.com/cbaalbany.org/matthewaganportfolio/home  (Agan, 2018)

Note: Although the above portfolio was developed during graduate studies, the same theories and principles apply to the development of e-portfolios in K-12 education. 

 

3. Once you have completed your e-portfolio, copy and paste the link into the Professional Devleopment Padlet that has been utilized throughout this learning module. 

Link to PD Padlet:  https://padlet.com/lewyckyj/1aq7n9iqzcl0

 

4. Utilizing the rubric above, view at least 2 others Google Site E-Portfolio's by clicking on the links posted in Padlet. Provide scholarly feedback and examine ways to enhance your own, or the way you will teach it to students by evaluating your educator peers' work. 

 

5. Based on peer-reviews, revise and publish your work to use as a model for your students.

 

 

Administrator

The last part of the learning module is a peer reviewed assessment where the entire module culminates in the development of a multimodal and collaborative work that can be utilized as an example of a useful educational technology that can be integrated in K-12 classrooms. At this point, educators have done the following:

1. Examined their indivudal professional identities and agency as an educator. Educators have developed a philosophy toward educational technology.

2. Examined the benefits and critiques of educational technology for the 21st century learner and teacher.

3. Educators have examined several models that help address the barriers to technology integration in the classroom and have developed a plan to address the need to deliver 21st century instruction to 21st century learners.

4. Educators have determined ways to integrate educational technologies in a transformative way regardless of their subject matter via electronic portfolios. 

5. Educators have evaluated Google Sites.

6. Educators have begun to create a Google Site Electronic Portfolio.

TO BE COMPLETED:

​a. Complete Google Site E-Portfolio based on the University of Wisconsin-Stout rubric provided.

b. Post e-portfolio to the collaborative learning space via Padlet.

c. Peer review 2 others work by utilizing the same rubric.

d. Revise and publish work to use as an example in your classroom.

References

(AuburnWrites, Nov. 2013) What is an ePortfolio? Retrieved From: https://www.youtube.com/watch?v=xvqBORISA5k

(AuburnWrites, Feb. 2019). Introduction to ePortfolios. Retrieved: https://www.youtube.com/watch?v=3n8UG3YOOFU

Cope, B. & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. An International Journal. 4(3), pp. 164-195.  Retrieved from: https://www.researchgate.net/publication/242352947

Jenkins, G., (2019). Teacher agnecy: The effects of active and passive responses to curriculum change. The Australian Educational Researcher. ​pp. 1-15. Retrieved: https://doi.org/10.1007/s13384-019-00334-2

Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29).

Kanaya, T., Light, D., & Culp, K. M. (2005). Factors influencing outcomes from a technology-focused professional development program. Journal of Research on Technology in Education, 37(2), 313–329. Retrieved from http://search.ebscohost.com.proxy2.library.illinois.edu/login.aspx?direct=true&db=eric&AN=EJ690974

(MacArthurfoundation, Dec. 2010) Rethinking learning: The 21st century learner. Retrieved: https://www.youtube.com/watch?v=c0xa98cy-Rw

Mallette, M., & Mthethwa, P. (2012). Guest Editorial: Web 2.0 and literacy: Enacting a vision, imagining the possibilities. Research in the Schools 19 (1). p. i-iii.

(Mount Royal University, Jul. 2013) Teacher professional identity. Retrieved: https://www.youtube.com/watch?v=v5jjdF_y3Jo

(Nelson, M. 2015) Providing effective professional development for educators. Retrieved from: https://www.youtube.com/watch?v=mG7fXp5BmOE

Noonan, J. (2016). Teachers Learning: Engagement, Identity, and Agency in Powerful Professional Development. ProQuest LLC. ProQuest LLC. Retrieved from http://search.ebscohost.com.proxy2.library.illinois.edu/login.aspx?direct=true&db=eric&AN=ED576797

Spires, H. A., Morris, G., & Zhang, J. (2012). New literacies and emerging technologies: Perspectives from U.S. and Chinese middle level teachers. RMLE Online: Research in Middle Level Education, 35(10). Retrieved from http://search.ebscohost.com.proxy2.library.illinois.edu/login.aspx?direct=true&db=eric&AN=EJ974949

(Teachers Tech, June 2014) How to use the new google sites-tutorial. Retrieved: https://www.youtube.com/watch?v=Dm8nEq4jVJg

Zhu, C. & Engels, N. (2014). Organizational culture and instructional innovations in higher education: Perceptions and reactions of teachers and students. Educational Management Administration & Leadership. 42(1). pp. 136-158.