Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

Thao Tran
September 2015
Dr. Moore
Spring 2015
Digitizing Student-Led Portfolios and Conferences

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

Digitizing Student-Led Portfolios and Conferences

1. SETTING/CONTEXT
Martin Technology Academy of Math and Science (MTA) is a K-5 elementary school
located in Flowery Branch, Georgia. MTA was granted charter status in 2010. As the schools
vision grew, the decision of being a magnet school was a better fit for the schools community. It
transitioned from a charter school to a magnet school in 2015.
There are approximately 800 students in the school. Student demographics include 53%
Caucasian, 33% Hispanic, 8% African-American, 3% Asian, and 3% Other. MTA is a Title II
school with 60% of students on free or reduced lunch. The surrounding area has a lower level of
poverty than the states average.
The school is in the process of getting S.T.E.M. certification. Currently, MTA does not
have an abundance amount of technology. There are 5-6 student laptops in each classroom and
every class has a projector that wirelessly projects from the teachers laptop. Recently, MTA
purchased two iPads per classroom for grades 3-5. The new iPads will be the primary tool to
begin the implementation of digitizing student-led conferences and as a source for creating
digital projects.
2. CAPSTONE PROBLEM AND RATIONALE
The need that I am proposing to address at MTA is digitizing student-led portfolios and
conferences. Students will add an additional technology project to their digital portfolio. The
project will affect all students and teachers in 5th grade. There are approximately 130 students in
5th grade.
Every spring, MTA hosts a student-led conference night and invites parents and families
to visit their childs classroom where students present work that they have done throughout the

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

school year. Currently, students compile their work through filing folders and they are
responsible for the collection of work. The work has to be student-created and there must be at
least one work filed per subject area. Prior to the conference, letters are sent out to parents
notifying them of a time to sign up to visit their childs classroom. The classroom teachers
would communicate with parents via notes or phone calls to confirm the time. During the
student-led conferences, parents are given a questionnaire to help assist students in leading the
conferences. MTA parent involvement has increased slowly over the past few years. MTA hosts
numerous after school events that results in a fairly large turnout. In previous student-led
conferences, parental attendance has been high over the few years that it has been implemented.
With the increase in technology and more funding, one of MTAs school goals is to
increase the use technology and effectively live up to its name. Throughout the school year,
students are encouraged to select their best work from each subject area to place in a portfolio.
These portfolios are shared with their families on a chosen student-led conference night. After
consulting with the schools instructional technology specialist, she confided that teachers do
most of the work keeping track of students portfolios because of the heavy paperwork involved.
I suggested digitizing students work to make the responsibility be on the student and less on the
teacher. The instructional technology specialist met with the leadership team and permission was
granted to conduct the project. I will be designing a digitalized student-led conference model
that will replace the traditional paper and folder model for 5th grade. The portfolios will be
digitized with continuous data collection, as well as adding one technology project to students
digital portfolio for showcase, and setting up conference times digitally with parents. This
proposal will align with the schools goal of increasing effective technology usage, allowing

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

students to be actively engaged while boosting academic performance, and using technology to
communicate with parents.
Research has found that involving students with assessing their work in the classroom
would enhance their academic performance. According to Borba and Olvera (2001),
the open dialogue with both parents and teachers during conferences allow each student to gain
personal insight as a learner, enhance his or her sense of self, and concentrate on how to improve
learning (p. 334). A study conducted by Shannon (2007) in Borba and Olvera (2001) found that
student-led conferences result in greater personal responsibility for students and enhances their
ability to share personal accomplishments with teachers and parents. Borba and Olvera
suggested implementing three stages for an effective student-led conference. The stages are preconference preparation, conference, and post-conference evaluation. In the post-conference
evaluation, many parents shared that the student-led conferences made them feel less intimidated
by a teacher or administrator. Overall, the results of the student-led conferences were a success.
In order for portfolio collection to serve a purpose, students must make an authentic
connection to the real world. Juniewicz (2003) stated, self-evaluation is valuable for students
[even] after they finish their schooling and are functioning in the real world (p.74). Students are
accountable for their actions and are able to understand the purpose of their work to be
successful citizens outside of the classroom. The other major factor of compiling a portfolio is to
share and involve parents in their childrens academic achievements. By keeping up with a
digital portfolio, students and parents are able to electronically view their work in a digital
archive as they progress through school. The work would be easily accessible and convenient to
access. Cramer (2009) stated, digital portfolios have had a positive impact on student
achievement across the curriculum. The public, high stakes of the digital portfolios is a powerful

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

motivator. The public, real world applications of creating and maintaining [digital portfolios] as
a long term process has also proved to be a powerful tool for the student to reflect on their
growth through high school academically and personally (p.3).
Student-led conference results in better communication between the school and home. It
also helps parents better understand the need for improvement from their childs perspective
(Borba and Olvera, 2001, p. 334). In Goodmans 2008 article, it stated examples of successful
checklists and tasks for teachers and students that are necessary for student-led conferences.
Helpful tips for students included: avoiding the show-and-tell approach, following an agenda and
pause when necessary, and pacing themselves to stay focused. Tips for teachers involved:
starting early providing conversations about tasks with students and parents, sharing tasks among
each subject area, set up portfolios, and discussing guidelines for selecting work samples (p. 51).
In Goodmans article, student-led conferences resulted in an increase parental communication
and involvement over the years. Parents became more eager and excited to come to school and
support their children on a more frequent basis.
3. OBJECTIVES AND DELIVERABLES
Based on the need for increasing technology in the classrooms through the use of digitizing
portfolios, I plan to accomplish the following goals:

Introduce a new concept of digitizing portfolios for student led conferences by inspiring
and leading the development and implementation of a shared vision to promote

excellence and support transformational change throughout the organization.

Plan professional development sessions with teachers who will implement digital
portfolios in their classrooms by effectively integrating technology into their teaching
practices, and collaboratively plan and assist them in utilizing technology to improve
teaching, learning, and assessment.

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

Meet with each classroom and model student-led digital conferences by creating,

supporting, and managing effective digital learning environments.

Design and implement program evaluations to determine the overall effectiveness of
professional learning on deepening teacher content knowledge, improving teacher
pedagogical skills and/or increasing student learning with post-conference surveys and
reflection.

4. PSC STANDARDS
1. Visionary Leadership
Candidates demonstrate the knowledge, skills, and dispositions to inspire and lead the
development and implementation of a shared vision for the effective use of technology to
promote excellence and support transformational change throughout the organization.
1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of
technology in teaching, learning, and leadership.
(PSC 1.1/ISTE 1a)
1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and
evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b)
1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining
technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

2. Teaching, Learning, & Assessment
Candidates demonstrate the knowledge, skills, and dispositions to effectively integrate
technology into their own teaching practice and to collaboratively plan with and assist other
educators in utilizing technology to improve teaching, learning, and assessment.
2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and Candidates effectively manage
digital tools and resources to engage students in authentic learning experiences. (PSC
2.3/ISTE 2c)
3. Digital Learning Environments
Candidates demonstrate the knowledge, skills, and dispositions to create, support, and manage
effective digital learning environments.
3.2 Managing Digital Tools and Resources
Candidates effectively manage digital tools and resources within the context of student
learning experiences.
(PSC 3.2/ISTE 3b)
4. Digital Citizenship & Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital
citizenship and responsibility.
4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE
5a)

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

5. Professional Learning & Program Evaluation

Candidates demonstrate the knowledge, skills, and dispositions to conduct needs assessments,
develop technology-based professional learning programs, and design and implement regular and
rigorous program evaluations to assess effectiveness and impact on student learning.
5.1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and
subject area strengths and weaknesses to inform the content and delivery of technology-based
professional learning programs. (PSC 5.1/ISTE 4a)
5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state
and national professional learning standards, integrates technology to support face-to-face and
online components, models principles of adult learning, and promotes best practices in
teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
5.3 Program Evaluation
Candidates design and implement program evaluations to determine the overall effectiveness
of professional learning on deepening teacher content knowledge, improving teacher
pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c)
5. PROJECT DESCRIPTION
The purpose of my capstone is to enhance and increase technology usage in the
classroom for teachers and students. Students will consistently use their new classroom iPads for
uploading student projects via a digital portfolio app, Seesaw. Teachers will be trained on using
the Seesaw app as well as how to implement technology projects in their classroom for students

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

to add to their digital portfolio. Teachers will receive training on a compiled list of effective
project-based apps. Students will choose one technology project to add to their digital portfolio.
I will conduct classroom visits and support teachers with professional development throughout
the project length. In preparation for digital, student-led conferences, parent letters and Remind
messages and will be sent to parents informing them of the upcoming event. Letters and Remind
messages will be sent out monthly. I will model how to conduct digital, student-led conferences
for teachers. Teachers will spend time prior to the conferences practicing with their students.
After the student-led conferences are completed, surveys will be sent to teachers, students, and
parents on the effectiveness of digitizing student-led conferences.
Timeline for Project:
October

Meet with Instructional Technology

Specialist on technology needs at MTA.

Present idea to leadership and received

approval to conduct project.

Meet with 5th grade teachers and

discussed proposal.
Send pre-surveys via Google Form to
teachers and students to gauge current

status.
Talk to each 5th grade class about digital
portfolios. Go over what the goal
would be and what they are expected to

November

do on student-led conference day.

Begin professional development with
teachers on digital portfolio
maintenance and providing a list of

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

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web resources for student projects.

Send letters home to parents informing
them of student-led conference in

December

March.
Follow-up meeting with teachers by
troubleshooting and answering any
questions on the maintenance of digital

January

portfolios.
Visit classrooms and follow-up with

students and teachers.

Professional development with teachers
on how to conduct a digital student-led

conference.
Send another letter home reminding
parents of student-led conference in

February

March

March.
Prepare students and model a digital

student-led conference to each class.

Implement student-led conferences.
Send surveys to parents, teachers, and
students via paper and email after
student-led conferences.

Resources need for project:

All 5th grade students and teachers

Classroom iPads
Seesaw app
List of effective project-based apps: http://learninginhand.com/blog/show-what-youknow-using-web-mobile-apps-infographic.html (Vincent, 2015)

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

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Remind messaging
List of parent email addresses (provided by 5th grade teachers)

7. Evaluation Plan
Success of this capstone project will be determined by the implementation of digital
portfolios and usage of technology. Prior to implementation, a pre-survey will be sent out to
teachers and students via Google Forms to gauge the current status. Formatively, this will be
assessed by discussions during the training sessions. During each training session, teachers will
be given an opportunity to share the progress of using digital portfolios in their classrooms.
While monitoring these discussions, I will determine what knowledge teachers have gained and
what direction future training sessions may need to take. A written log will be kept at every
meeting and discussion. Teachers will be given the timeline and a plan of action on what
students need to complete monthly. Students will be given a copy of the same timeline and a
rubric to show mastery. Informal observations, such as classroom visits, will be done as needed.
Surveys to parents, teachers, and students will be sent out after the digital student-led
conferences are completed.
Survey Questions (Pre-Conference) for Teachers and Students:

What are you currently using iPads for in the classroom?

How are you currently keeping up with student portfolios in your classroom?
Have you ever participated in a student-led conference before?
If yes to previous participation in student-led conference, what was your favorite part of
student-led conferences? What was the least favorite part?

Survey Questions (Post-Conference):

For teachers
What would

For students
Did you

For parents
How

For all
What did you

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

you change,

enjoy keeping

comfortable

like best and

add, or

up with a

did you feel

least about

remove to the

digital

coming to

digital

training of

portfolio?
Did you feel

school for

student-led

student-led

conferences?
Was the

digital

successful in

portfolios and

completing

project-based

conferences?
What new

your

things did

technology

you learn

increase

project(s)?

from your

usage of

Explain.
How did you

child during

apps?
Was the

technology in
your
classroom
effective and
helped with
best

12

practices?
How did the

the

prepare for
your
conference?

conference?
How do you
see yourself
be more
involved
with your
childs

level of

education in

student

the next

engagement

school year?

increase in
your

conference

effective?
What would
you change,
remove, or
add to the
conference?

DIGITIZING STUDENT-LED PORTFOLIOS AND CONFERENCES

13

classroom?
Compare this
years
student-led
conference to
previous
student-led
conferences.
References

Borba, A. & Overa, C. (2001). Student-led parent-teacher conferences. Clearinghouse, 74, 333336.
Cramer, M. (2009). Digital portfolios: documenting student growth. Horace, 25, 1-4.
Goodman, A. (2008). Student-led, teacher supported conferences. Middle School Journal, 39,
48-54.
Juniewicz, K. (2003). Student Portfolios with a purpose. Clearinghouse, 77, 73-77.
Vincent, T. (2015, February 9). Show what you know using web & mobile apps version 4.
Retrieved from http://learninginhand.com/blog/show-what-you-know-using-web-mobileapps-infographic.html