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PSD70 Digital Portfolio Project

PSD70 Digital Portfolio Project

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Published by George Couros
Parkland School Division Digital Portfolio Project
Parkland School Division Digital Portfolio Project

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Categories:Types, School Work
Published by: George Couros on Sep 23, 2011
Copyright:Attribution Non-commercial


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Collaborate. Create. Learn. - Parkland School Division’s DigitalPortfolio Initiative
 As schools and school divisions progress, we at Parkland School Division believe it is imperative that we work towards providing different opportunitiesto further students’ learning with a balance of opportunities, especially inParkland School Division’s priority areas:1.
Developmentally Responsive Curriculum and Assessment2.
Citizenship and Social Responsibility 3.
Transformational EducationBased on the idea of “Collaborate. Create. Learn."as created by the FuturePlanning Team, and the Alberta Education Competency Wheel, I believe thatit would be extremely beneficial to Parkland School Division to look at movingtowards creating digital portfolios for all students. As seen in the projectcurrently done by Forest Green School, it is imperative (other than hardware)to make use of the following cloud technologies:1.
Google Apps2.
 Word Press-Multi UserGoogle Apps is beneficial for many reasons that will deeply impact studentlearning, and is transformational in the way we teach and learn in ParklandSchool Division. Other than providing anywhere, anytime, anyplace access forour students at both home and school, the ease of use to collaborate with oneanother helps our students to develop the group skills that are so necessary ina team environment, while also ensuring that our students have the options of developing skills as an individual. Although the software is not extremely flashy, the focus is more on using the technology to drive deep understandingof pedagogy and creating an environment that gives the option of bothsynchronous and asynchronous opportunities. Using Google Apps forEducation helps to ensure that we can create an environment that while beneficial to learning, is also controlled, to ensure safety for our students.
 WordPress Multi-User gives the opportunity for Parkland students to create aportfolio of their work, while also giving opportunities to emphasize their owncreativity. Although this again is maintained in a safe-secure environment thatallows schools the option to open and close student work as they feel needed,it also gives students the opportunity to create and personalize their work tonot only share their work, but to become active participants in their ownassessment. We believe that through this process we can facilitate students,staff, andstakeholders to be “Ethical Citizens”(Collaborate), have a strong“Entrepreneurial Spirit” (Create), while being “Engaged Thinkers” (Learn), Tounderstand the process deeper, please refer to the Alberta EducationCompetency Wheelbelow.
From: http://education.alberta.ca/media/6581166/framework.pdf 
Discussing the dimensions of the 21st Century Learner as outlined above, hereare the elements of the project that meet the criteria above.
The Foundation: Literacy and Numeracy Literacy 
  As literacy is the basis of the 21st century learner, Parkland School Division isfocused on ensuring that all students are able to read and write. This project will not only promote active writing and reading for our students, but it willgive them an opportunity to connect with one another, while also increasingengagement in the writing process through writing for a larger audience.Journal writing is an element that is often used in many classrooms, but dueto the lack of opportunity to easily share with others, the person that often writes the most in this process is the teacher.By using Google Apps and WordPress blogs, students are able to share their writing easily with one another, staff, stakeholders, and possibly a globalcommunity. Through the process of writing initial posts, commenting,responding, and sharing, the student continuously works on their literacy skills, as opposed to a simple back and forth from teacher and student. Bothprograms mentioned above give the opportunity to do this in a way that ismeaningful to students and, if used properly, will increase “traditional”literacy skills. Although traditional literacy skills of reading and writing are imperative, it isimportant that we look at literacy in a more holistic fashion. According the the National Council of Teachers of English (NCTE):"As society and technology change, so does literacy. Because technology hasincreased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilitiesand competencies, many literacies."(http://www.ncte.org/governance/literacies) 

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