Group items tagged

In my experience, I have found it helpful when getting started with digital portfolios to categorize them based on purpose.

They love that they have an audience and even more, they love to get comments about their work

Gradually, we begin to add drawings and use other media to show our learning, such as video, Audioboo (for voice recordings or podcasts) and Storybird (to make embeddable storybooks).  We have also used tools such as Animationish and the ScreenChomp app for the iPad. We have taken pictures of posters or other things they have made, or posted combinations of these if we feel that using only one tool is not adequate to show what we can do.

there are no big surprises at our student led-conferences.

It is crucial that we approach digital portfolios not as “just another thing,” but as both the vehicle and the fuel to approach the future of education, which is an accomplishment culture driven by solving real problems and pursuing unique growth opportunities for each learner.

The website becomes the tool by which to tell their "learning story." We'll end our year by reflecting and setting new goals for high school.

The website becomes the tool by which to tell their "learning story." We'll end our year by reflecting and setting new goals for high school.

research has shown that schools that incorporate portfolios as a teaching and learning initiative typically have more success than those that view them primarily as a technology project.

Students must understand the standards.

Students must understand what it means to reflect

“To transform education and education technology to more progressive and less programmed ends means we do have to address what exactly we think education should look like now and in the future. Do we want programmed instruction? Do we want teaching machines? Do we want videotaped lectures? Do we want content delivery systems? Or do we want education that is more student-centered, more networked-focused. [...] And instead of acting as though ed-tech is free of ideology, we need to recognize that it is very much enmeshed in it.”

When schools adopt new technologies there often isn’t much thought given to the pedagogical or social implications the new technologies bring to the classroom. Very little consideration is given to what the tools really add to the learning process over already existing tools (besides being shinier and newer), and even less consideration is given to how this might affect who we are as humans

We rarely ask, ‘Are we building and adopting tools that might harm us? That might destroy our humanity?’"

Knowing how to craft learning experiences that meld technology with the curriculum is key to crafting digital-age lessons.

tudent-centered, personalized learning and shifting away from traditional teacher-centered classrooms.

The material appears on any student device, whether tablet, phone, or computer. The formative component allows teachers to embed quizzes, polls, a draw feature, and open-ended responses into the lesson.

screencasting is an option.

Before you can implement your badging program, you need some practice with what the platforms look like and how they work. Here are some possibilities to check out depending on your budget, experience, and goals: Authoring platforms: Portfolium, OpenBadges.me, and CanvaBadge issuers: Badgr and CredlyPlatforms for Badge Portfolios: LRNG and Badgelist