" I'VE LEARNED HOW TO DO A LOT OF THINGS. NOW I'M AS GOOD AS MY SISTER AND SHE'S IN COLLEGE." Madeline Rodrigue, Grade 5

Abstract

Worked with George Neeb to develop student electronic portfolios that combine computer technology with traditional portfolios. Students collect examples of their work, digital photos and reflective evaluations to create a record of the highlights of their school year. Working with colleague and mentor George Neeb, various techniques and approaches were developed to have students complete personal portfolios using Corel Presentations for the school year.

My research question was; "How can I use electronic portfolios to create a reflective record of the highlights of my students' school year?"

How Did I Get Here?

I constantly strive to find unique strategies to improve the quality of my teaching and enjoy learning new methods of assessment to keep up with these changing times in our educational system. I heard about Action Research many years ago when Brant County Board of Education (now the Grand Erie District School Board) held its first conference at the Holiday Inn. The workshops were interesting but I felt at that time I couldn't manage this new innovative form of assessment for my students and my own personal growth. I felt overwhelmed by the whole process.

This year, George Neeb, one of the grade 6 teachers at my school, began working on electronic portfolios. I became interested in what he was doing. I questioned him about his new discovery and was asked if I wanted to work with him. I agreed. George is a teacher that I have the greatest respect for, so I knew I was in for an exciting and rewarding time. I was fortunate that he also consented to be my mentor. Until this point, I knew nothing about the computer programme Corel Presentations.

When George explained that his study of electronic portfolios was his Action Research project, the feelings that I had years before surfaced once again. But somehow these feelings were now manageable. Working with George, my critical friend and now mentor, and the other teachers in our research group has been most rewarding. During my first Action Research meeting in October, one of my advisors, Diane Morgan, strongly advised us to "take little steps" when working on our research question. Diane's encouraging words helped me focus on my objectives. All our advisors have been very supportive during my many trial and tribulations.

Purpose for My Research

My purpose is very simple. Using electronic portfolios enables all my students to retell, relate and reflect on their work throughout the many facets of the curriculum, during the school year.

I have 31 students in my portable. I have an autistic boy, three special needs students and another nine who are functioning at a low academic level. This personal display of their work "gives every student, even those who are struggling academically, a chance to show their success in some area." (The Expositor, Thursday, March 7, 2002 edition)

I was impressed with George's grade 6 students' work on their electronic portfolios, even in their early stages of term one. George told me they were "a student's reflection of their learning for each term". The portfolio would highlight each term through graphics, personal writing and self-evaluation. I was sold. I haven't met a child yet who doesn't enjoy working on the computer. What better way for my students to display their achievements and their short term goals and to make them feel great about what they had accomplished during the school year.

How Did I Get Started?

The programme we used was Corel Presentations slide show. A digital camera and a CD burner were also part of the technical equipment introduced to my class. Because George was experienced in using the computer programme, and the other equipment, he began instructing my students and myself, during one 40 minute period per cycle. This was George's greatest mentor challenge. I was as green as my students when we first got started. Now I know there are some who have surpassed my skills.

Our first session was learning how to set up our title page "Portfolio of ..." which included the student's full name. We were taught how to change the background colour, the font and its size. Next the students were introduced to finding pictures from the INTERNET and posting them on their title page. They were encouraged to choose pictures that reflected their interests and their personalities. They were taught how to save these pictures and how to transpose them onto their introductory title page.

" I'm learning how to describe myself so other people get to know me better when they read my portfolio." (Madeline Rodrigue, Grade 5)

After the students set up their title page, they were shown how to animate their pictures in place or across the screen. What an enjoyable sessions! I couldn't keep up with my students as they called me over to show me their bouncing in, fading out or beam in from left to right, side to side or corner to corner.

" It is awesome how you can do stuff to your picture like beam in." (Nicole Brown, Grade 5)

During our work on the first page, George taught me how to use the digital camera. I took separate photos of my students using the camera so they would be ready for their next page insert. The second page was an "All About Me" slide. The students learned how to insert their photo onto their new page. On this page they were to talk about themselves including their likes and dislikes. I encouraged them to treat this section as an entry for a yearbook and reminded them of a similar activity we had done in the early part of September.

Their next challenge was to transfer the photo of themselves from the floppy disc to their portfolio page. My students were truly amazed at the technology they were using and the computer skills they were just introduced to. They were surprised to see that they could transfer their photo with some or little difficulty. Now that their photos were on their page they soon discovered that the photo was too large for the slide. Enter the technique of cropping pictures. It took little time for my students to fit their photo onto their All About Me slide.

" I had a lot of trouble getting the picture of me on my All About Me page. I had to get Mr. Neeb to help me a few times. I finally know how to do it. I hope I can put another photo in some." (Adam Zimmer, Grade 5)

Although the students were progressing with the technology, I wrote in my personal journal onNov. 20th, "Here it is almost the end of November and some of my students only have 2 pages done. Why is it taking them so long?"

I decided to have my students do a PMI (Plus - Minus - Interesting organizer) on their progress on their electronic portfolios so far. I knew their feedback would help me out with my concern.

Here are a few of their own concerns:

" We only have a small amount of time. I lost time because my password didn't work. I had to start over twice." (Danielle Woznica, Grade 5)

" We can't do it every day. You can't get into the Internet sometimes." (Nicole Brown, Grade 5)

" Sometimes I forget how to get in. Sometimes I have to make a new slide because I didn't save it right." (Melissa Kearley, Grade 5)

" Sometimes there's not enough computers for us." (Adam Zimmer, Grade 5)

" Sometimes I couldn't get the pictures from the Internet to my portfolio page. My computer kept on freezing and it wasted time." (Jennifer Rosenau, Grade 5)

After most of my students were finished their 2 slides, I talked with them to ask their opinion on what their next slide should be. They discussed the matter and decided by consensus, that it should be their work on the Ancient Cultures unit we had just completed. One comment that comes to mind was from one of my special needs students. She said,

" It would be fun to show what people long ago did, just like we're showing stuff on our portfolios." (Anonymous)

In class we did a drama unit to tie in the different cultures from long ago. My students made their own masks and developed a character to fit its appearance. At the end of the sessions, a problem was presented to the village group so they could solve it. The drama unit's activities were greatly enjoyed by my class and this is why I think they chose to include this activity in their portfolios.

Now that my students had three slides in their portfolio, George demonstrated how to run the slide show. In awe, they watched one of his grade 6 student's slide show from first term. Before we knew it most of my students who had their 3 slides completed wanted to show us theirs. Dec. 14th, I wrote, "the students that were done were very excited when they were able to run their slides. Maybe this will spur some of the others on so they can get their work done".

The work on our portfolios continues. Here are some other topics my students have described in their portfolio slide show:

Art - Snowman using 2 media (photo included) or Positive/Negative picture. The students wrote numbered instructions describing how the project was done.

Learning Skills - goal setting pertaining to their second term report card. The students used a PMI organizer to write their goals.

Math - describing the steps of problem solving

Parents came in to view their child's electronic portfolio. I did not use the portfolio as a tool for a student-led conference for parent interviews. This is what George did in first term. He received positive feedback from his parents during the interviews in November. This is what I want to do for the new school year. I think it's a wonderful idea. That's my George for you.

These are a few written comments my parents wrote after they viewed their child's electronic portfolio:

" I think this is a very good idea and Shayne seems excited to do it." (Mrs. K. Goodbrand)

" I see improvement in Melissa's spelling and sentence structure." (Mrs. J. Kearley)

" I see evidence of my child's improvement in computer skills and knowledge of working her way through various steps. The portfolio is an unique and interesting way of showing / summing up what students have achieved throughout the year(s). (Mrs. S. Rosenau)

" A feature of this portfolio that I particularly enjoyed was the use of technology and my son's creativity. Thank you. It was wonderful that the group is getting this experience." (Mrs. N. Zimmer)

Assessing Student Growth

George and I discussed how we were going to evaluate our students electronic portfolios. George's research question was: "What can I do to improve students' reflective writing using electronic portfolios?" My question was "How can I use electronic portfolios to create a reflective record of the highlights of my students' school year?" Both our questions were similar so we decided that our portfolios would follow the same expectations but also have the flexibility to accommodate our own personal goals.

Students were assessed on presenting their best work, reflective writing on topics studied, writing PMI's on their term results, setting goals and their creativity on particular slides. In short, use of graphics, personal writing and self-evaluation.

" It helps me with my reading when I read someone else's portfolio." (Karl Dietrich, Grade 5)

Throughout my work on the portfolios with my students, expectations from the curriculum were 79 being addressed. Many expectations of the Ontario Curriculum, along with our school plan strategies were also being covered. Students were using portfolios to write concise entries about curriculum topics, personal reflections and opinions, and evaluating their own learning by goal setting. Learning skills, such as, students working independently, showing initiative, using information, co-operating with others and problem solving were evident in the process. When sharing individual portfolios with peers and parents, students were working on improving their oral communicating skills specifically on retelling the sequence of steps to produce their slide show presentation and steps for doing an art project.

"A feature of this portfolio I particularly enjoyed was how Kiva explained how she created the slide show. She described how to do each slide in a logical way. The photo of her added a personal touch. The process of creating is more important than the final product." (Mr. D. Brown)

The skills that my students were developing were numerous. Reflective writing using the PMI organizer enabled the students to reflect back on their second term report card and relate their thoughts on what steps were needed to improve these areas for the third term.

Below is an example of an PMI:

While my students worked on the computers, I was able to observe their keyboarding skills, their work with technological equipment i.e. Corel Presentations programme, burning CD's and taking pictures using the digital camera. I had a checklist I used so I could evaluate a group of students each time we were in the lab.

Students were also asked to self-evaluate their own progress using the Corel Presentations programme and their work on their actual portfolio pages. They were given a form to fill out. Below are some of their comments. I will also be using this form prior to the end of the year to see if their reflections have changed or remain the same. Below is just a few of their comments:

" I am happy with my title page because I like where the pictures are placed and the font and the colour of the words. I'm happy with my All About Me page because it has a neat background and the pictures are cropped well. I am not pleased with my art page because the steps don't explain enough." (A. H. , Grade 5)

" I have done well in writing my paragraph using descriptive words and making it amusing. I am not pleased with how I messed up my background. But I can see if I can put a new background in and choose a different theme." (Lindsay Hmiel, Grade 5)

" I am not pleased with some areas when I forgot some words in some sentences. Next time, I can remember to put those words in or pay more attention." (Lyndsay Willard, Grade 5)

" I am not pleased with my art page. I forgot a lot of steps. So I don't think I did a good job explaining how to do the project. I don't have my picture there so if I looked back at my art slide, I wouldn't remember how to do it." (Danielle Woznica, Grade 5)

" I am not pleased with my PMI slide because it was hard to set up." (Madeline Rodrigue, Grade 5)

Assessing My Growth

It is May 1st and I'm at school finishing my first Action Research paper. I sit back and think about the first time I was introduced to the concept of what Action Research was and I think about that day in late September when I asked George about his electronic portfolios. How can so many years and present months slip by so quickly? I think about how I've grown through this experience. I look back at some of my journal notes and come across my entry from March 4, 2002. This was our meeting with special guest speaker Jack Whitehead. Jack is from England and is the guru of Action Research. He was also the guest speaker at my first Action Research conference. This is what I wrote as Jack spoke to us:

"What is Action Research, really?"

"Key factors -

1. learn how important it is to listen to the students' voices (what they're really saying)
2. each year you start out - you identify the area you want to focus on and improve student learning from this
3. consistent process of trial and error - continually modifying what you are doing
4. teacher/student evaluation to see what they have done, what they want to change, where they want to go "(Fulford, 2002)

Yes this is exactly from my notes. I look at (1) and I realize that I did listen to my students. When I had my students do a PMI regarding how they liked doing the electronic portfolios, I realized all their concerns were legitimate. So I re-evaluated my expectations and decided that I would not evaluate their progress per term. I would keep a close check on their progress and evaluate their overall work at the end of May.

I review point (2) In the latter part of September, I knew the majority of students I had just inherited were needy children, both in academics and self-esteem. I wanted to give them something they could look back on and know the work they had done was the best they were capable of. This is the main reason I decided to do the electronic portfolios. I wanted to give my students a tool to use that would help reflect their special interests and talents. All of my students have certainly achieved this.

" In this portfolio, I see evidence of my child's improvement in self-esteem and self-image." (J. Willard)

I read (3) and realize that I have a grin on my face. Yes, without a doubt I have gone through a consistent process of trial and error. In the early stages when George was teaching my students how to use Corel I found I spent more time trying to help my students than actually learning the programme myself. I approached George and asked him if I could have an experienced student from his room help me learn the programme. So, three prep periods later I had a better handle on what I was doing. Thank you Erica. In regards to the work my students were doing on the slide show, I had to readjust my expectations.

The last point is (4). My students have evaluated their progress to see what they have done by filling out my survey. They know what they want to change through the use of their PMI. They know where they want to go because of their term goals. I have evaluated my progress while working with the computer programme and know what changes I will make for next year.

Through doing this research I have realized how important it is to give students a chance to reflect on and appreciate their own work. I have given my student the opportunity to self-evaluate and choose their best work to put on display. They have proven they can take ownership of their own learning.

Electronic Portfolio Acknowledgments

During the course of the year, George and I have received positive feedback about our students' electronic portfolios and what we are doing with our classes. After talking to one of our Intermediate teachers I wrote some ideas in my journal on November 2nd. "I talked to Pattie Hawke this morning and she said she was really interested in doing the portfolios with her class next school year."

I wrote

GOAL 1 - (for my grade 5s) How can I use electronic portfolios to create a reflective record of the highlights of my students' school year?

GOAL 2 - (for George's grade 6s) How can I develop students' reflective writing using electronic portfolios?

GOAL 3 - (for Patti's grade 7s) How can I improve student self-evaluation using electronic portfolios?

George had the pleasure of sharing his students' portfolios with Mr. Moffatt, our Director ofEducation. He then invited us to share what we were doing at a School Board meeting as part of his Director's report. We brought Ray Balberman, George's student, to present his portfolio. I did the introduction related to what the electronic portfolio was and how we were using them with our students. George did an excellent job using Ray's portfolio for the visual presentation. He along with his student, shared the process, the student's learning and answered questions. Our Superintendent, Mr. John Bryant attended the presentation and wrote the following note to me: " Thanks for an outstanding presentation on Monday evening. Your students are fortunate to have you as their teacher. You are an asset to your school and the Grand Erie District School Board."

Mr. Moffatt had also included us in his Director's Report to school administrators. He wrote "Goose Honkings... Accountability & Alignment: To George Neeb, Sandie Fulford and student, Ray Balberman for sharing the electronic portfolio with the Board on January 28th."

As a follow up to our presentation at the board office, The Brantford Expositor contacted us to do an interview for a feature story about the portfolio process. The article ran on Thursday, March 7, 2002 entitled, "Students use computers to show off school work. Some North Ward pupils create electronic portfolios."

George and I planned and implemented an after school P D session for our staff using Corel Presentations. I taught them how to use the digital camera, and George had staff create their own slide show.

Future Implementation

" What if I had a job interview, instead of writing an essay could I show them my portfolio? " (Danielle Woznica, Grade 5)

" Would I be able to teach someone else how to make their own slide show? Could my Mom use an electronic portfolio for part of her job interview? " (Kiva Brown, Grade 5)

Our Computer Committee has already approved funds to be used to begin in-servicing teachers on the technological aspects of the electronic portfolio. We have decided to begin using the programme Hyperstudio, which has more useful functions for the portfolios than Corel Presentations. Hyperstudio has a free download that can be copied onto student CDs so they can easily run their portfolios at home without needing Hyperstudio installed. Other advantages of Hyperstudio are the capability to include website links and scrolling textboxes. A Hyperstudio in-service workshop was held on Tuesday, April 30th. There will be a follow-up session in May for those teachers beginning electronic portfolios in the fall.

George and I received a call from Teacher Consultant, Lori Barkans asking us if we would do a P D workshop for October 18th, 2002. We told her we would.

My Final Thoughts

My year has passed very quickly and now I reflect back once again to a phrase I've kept on the back burner, "take little steps." I read over my research paper and discovered that my little steps have grown into "giant steps." Why has my work on my research project developed into such leaps and bounds? There are two reasons why. My first reason is the unlimited support and encouragement I received from my mentor, my critical advisor and my friend, George Neeb. George was always there when I thought I should have packed it in. George is an inspiration to everyone. He is a professional who strives to make learning fun and memorable for all his students. I thank him for his help.

Secondly, I strongly believe electronic portfolios are a reflection of our students' future. Because of our technical society, we are preparing our classes for the variety of avenues computer technology will take them. When I was telling my hairdresser about electronic portfolios, she already knew about their particular use. Her daughter, Lindsay applied to Sheridan College for Fine Arts and her actual resume was an electronic portfolio. She displayed her portfolio of drawings on CD.

Lindsay is now in her second year. I am very excited and pleased to have been able to give my students an extraordinary way to illustrate their achievements for this school year. Their portfolios have been a positive motivator to display their self-image and interests. Eliminating the excessive paper trail that follows them home during the year, the electronic portfolio is a keepsake of their elementary school years. I can foresee that this is not the end of our work with electronic portfolios. I know that there will definitely be one school in Grand Erie District School Board that will continue in the fall of 2002, with electronic portfolios.