Presented by Dr Michael Dyson Digital Portfolios – A tool for assessment Gippsland e-forum February 21, 2013

The digital age The way we use computers and other digital technologies is gently re-fashioning what we think about knowledge ‑ what it is, how it is accessed, how it is produced, who owns it. 'Finding out about things' is taking on new meanings and methods for us

The old way of learning ‑ by steps and stages, by the sequencing of learning into one best path, by the traditional, scientific approaches, by having the curriculum divided neatly into subjects ‑ is already passing.

Are we confident that we can design a curriculum which will equip our students to live in the digital age? What kind of mind do our students need to think with in this age?

Themes and Images of the Future -identified by Howard Gardner and others are: globalization proliferation of information new disciplines and interdisciplinary efforts instant communications unprecedented competitiveness the genetics revolution new forms of criminal activity (cyber) Possible/probable clash of civilizations, worlds

The Five Minds Disciplined Synthesizing Creating Respectful Ethical

The Disciplined Mind Science (matters of evidence vs faith, opinion) History (role of human agency - each generation rewrites) Mathematics (beyond just formulas, engage in discovery) The arts (beyond popular forms, formal properties, ‘reading’ ‘writing’) Beyond the Literacies to Multiliteracies

The Synthesizing Mind Scads of information, especially on the web Largely undigested and unevaluated The synthesizing imperative The need to be discerning

The Creating Mind Synthesizing what is known Going beyond the known– thinking outside the box, an imperative in the Digital Age Good questions, new questions, smart questions

The Respectful Mind Diversity as a fact of life, at home and abroad Beyond mere tolerance Need to understand others perspectives, motivation emotional and interpersonal intelligence Inappropriateness of ‘corporate, top-down model’ for educational organizations, schools, corporations and businesses in general

Ethical Mind Higher level of abstraction than respectful mind Conceptualizing oneself as a ‘good’ worker Conceptualizing oneself as a ‘good’ citizen Acting appropriately in both roles Excellent and high quality Socially responsible and moral

If we apply this framework When we engage in the application of Digital Technologies we have the potential to engage in ‘Reflection’. Digital portfolios are a means to engage in on going and systematic ‘Reflection’ So what is ‘Reflection’?

Reflection is “the active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends” (Dewey, 1933, p. 7).

Another view… “Reflection involves questioning taken for granted thoughts feelings and actions. It is only when we look beyond what we are doing in the classroom and question why we are doing it and for whom, that we can start to change our teaching … Reflection is a means towards the development of ethical judgments and strategic actions” (Groundwater- Smith et al., 2003, p. 162)

Importance of Reflection The most important element in their professional portfolio for our pre service teachers is their reflection on their teaching practice. This includes reflecting on the sort of learner they are and the sort of teacher they are becoming; reflecting on their observations and practice in their practicum; the artefacts placed in their portfolio showcase who they are and their current ongoing learning.

What is the Digital portfolio? The Digital Portfolio is a purposeful collection of student work that exhibits the student's efforts, progress and achievements in one or more areas. The collection should include student participation in selecting contents, the criteria for selection, and evidence of student self-reflection.

What should the Portfolio become? An evolving collection of carefully selected or composed professional thoughts, goals and experiences that are threaded with reflection and self assessment. It represents who one is, what one does, why one does it, where one has been, where one is, where one wants to go and how one plans to get there. (Constantino & De Lorenzo, 2002, 11)

Areas to present What products are being used? What is the content or template requested? How is a portfolio developed ? How is a portfolio used? Provide some examples of portfolios?

Products used Wix Weebly WordPress iWebfolio Mahara

PORTFOLIO – created in a number of different programs We believe that the deliberative act of creating a portfolio will help students articulate their teaching and learning philosophy as well as develop their teaching skills. In order to gain a better understanding of themselves as a beginning professional, a primary goal of their course is to develop a digital portfolio of their work. Over the year (s) they compile a working portfolio of artefacts/examples of work that document certain aspects of their teaching and learning and certain teaching competencies. 21/05/2019

Their portfolios need to provide evidence that they are working towards meeting the National Professional Standards for Teachers They also need to contain a current CV and a personal philosophy of teaching 21/05/2019

Questions and discussion