First Week

I just finished my first week as Technology Integration Specialist at Worcester Academy. My preliminary verdict? I’ve never been this happy at any job before. I have been working on SMART Board training and Wikispaces training for faculty, learning how to use Schoology (a great tool that is overshadowed by big competitors Moodle and Blackboard), building LEGO robots, and just generally becoming acclimated to the new environment.

I’m really excited about the role I will be playing in the school. In addition to my technology integration duties, I will also teach a middle school class on digital citizenship and a tenth grade English class, and I will co-sponsor the school’s LEGO Robotics club for middle schoolers. I am super excited about the LEGO Robotics club, especially after one of my new buddies from Carolina Day School reached out to me via Twitter to suggest a collaboration between our two schools.

Besides having colleagues who are excited about technology and are doing exciting things with technology integration in an environment that encourages and requires technology integration, I also have a variety of tools at my disposal. I have never been able to have access to all the tools—including professional development—that I need to do my job. That may sound like an astonishing statement, but most educators can completely relate to it. In fact, that’s the most overwhelming part: not knowing what to use.

I haven’t even taken time yet to process my first ISTE experience on this blog, but that will be forthcoming. I’m really excited about the year ahead. It wasn’t an easy decision to make, moving my family so far away, particularly when my children are on the autism spectrum and don’t like change. They had no memories of ever living in any other house than the one we lived in. They have adjusted surprisingly well, and I think once school starts, they will be happy. I like New England, too. Moving can be such a stressful event, and our move didn’t go as smoothly as we’d have liked. (Word of caution: Don’t hire Summit Van Lines to move your things. They gave us a low initial quote, but turned out not to be terribly cheap in the end, AND they took two weeks to deliver our stuff. I was not happy with them at all. They were almost impossible to communicate with, in addition to the other issues. Steer clear!)

In all, it’s looking like a very good change, and I’m really happy.

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How Not to Do Portfolios

I haven’t successfully implemented portfolios in my own classroom yet, but after attending a SocialEdCon discussion about e-portfolios here at ISTE, I started thinking about the e-portfolio I created as a final graduation requirement for grad school. It was all wrong, and that’s why I feel no sense of pride or ownership over it. Our college technology programs should be leading the way in creating e-portfolios as they send instructional technologists out into education. Teachers are like everyone else. They need models of good practices in their own education so they can implement those practices in their classrooms. So what was wrong with my portfolio?

I understand that my degree program uses the portfolio to address the Knowledge Base of Instructional Technology standards developed by AECT, but rather than make these domains a part of students’ thinking throughout the degree program, the domains were introduced at the very end of the program, and I felt like I had to retrofit my learning to match the domains. If the domains are so critical, and our learning has been informed by the domains, then I should have been guided by my instructors as I completed the courses to think about how what I was learning fit the domains, and I should have been coached to think about pieces I wanted to include in the portfolio that would reflect my learning in each domain. A portfolio should show learning in progress, and it should not be something students just work on at the end. Saving a portfolio until the end makes it difficult for students to think about and reflect on their learning. I did it because I am a writer and a natural reflector. I just do that. But what about students who need a little help reflecting on their learning? This kind of a portfolio is a wasted opportunity for those students.

I didn’t have a lot of choice. I had to include certain items, sometimes things I wouldn’t have chosen to reflect my learning, because I had stringent criteria. I’m not saying you shouldn’t have criteria for portfolios, but give students choices about how to meet that criteria. As it is, I did manage to sneak in some items that I didn’t even create for school, particularly to fit the development domain, but it would have been nice if I had been offered multiple learning opportunities for other domains. For example, the only item I could really include in my management domain that demonstrated planning, monitoring, and controlling an instructional design project was a time log I kept for my final project and report, and this was a problem that my instructors knew about because they flat out told me to just use the time log for that particular domain. I want choices! I’m not particularly proud of a time log. I’m not sure what it shows about my learning aside from the fact that I can keep track of my hours and create a table in Word. Choice is such an essential part of a portfolio. Giving students ownership over their learning and choices about what they use to demonstrate that learning in a portfolio is critical.

Finally, I didn’t have a lot of choice about the format. I was told I was going to design a website (using Dreamweaver, if I wanted) with a navigation system. I could make it look however I wanted (within my ability to use Dreamweaver or code HTML), but it had to look a certain way. I wouldn’t have been allowed to use a wiki or blog. It had to be a web page I could save and upload to the system my school used to collect assignments. I couldn’t just send a link to a site hosted elsewhere, though there was no restriction against putting the portfolio elsewhere online also, so I did.

You know what? I understand now why I hated that portfolio, even though I usually love that kind of reflection and curation. It was all wrong. That’s not the way to put together a true portfolio of learning. It felt more like a checklist of items so the instructors could say yes, they met the required instructional technology standards. But you know what? They really didn’t meet those standards if they were not introduced to students until the end, and the students themselves didn’t even know what they were or were not thinking for themselves about how to meet them. For a group of folks who say they value instructional design, the way they implemented portfolio learning borders on criminal.

No wonder I dislike my portfolio so much. It’s not much of a reflection of me or my learning. It feels very impersonal, and sometimes when I look at, I don’t even feel like it’s something I created.

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