Action Research Outline: Implementing ePortfolios to Replace Leadership Notebooks

I. Topic of Action Research

The focus of this action research is the implementation of ePortfolios as a digital alternative to physical Leadership Notebooks at HNES. Currently, students use binders to document and showcase their work, achievements, and goals. However, these binders present storage and organizational challenges and offer limited opportunities for student reflection and ownership of learning. This research will explore how digital portfolios can enhance student engagement, foster self-regulated learning, and provide a more efficient, space-saving, and dynamic alternative to physical binders.

 

II. Purpose of the Study

The purpose of this study is to evaluate the effectiveness of ePortfolios in enhancing student ownership of learning, self-reflection, and engagement. The study aims to:

• Assess how digital portfolios impact student learning and goal-setting compared to traditional binders.

• Explore the feasibility of using digital tools like Google Sites or Seesaw for portfolio creation.

• Determine whether ePortfolios contribute to a more streamlined and meaningful documentation process for students and teachers.

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III. Research Question

How does implementing ePortfolios impact student engagement, goal-setting, self-reflection, and real-world learning connections compared to traditional binders?

This action research will evaluate the effectiveness of ePortfolios in enhancing student engagement, goal-setting, self-reflection, and real-world learning connections compared to traditional Leadership Notebooks. It will identify the benefits and challenges of transitioning from physical binders to digital portfolios while assessing how ePortfolios promote student ownership of learning. Through qualitative data collection, including student surveys, teacher observations, and work sample analysis, this study will provide actionable insights into best practices for implementing ePortfolios. Ultimately, the research will inform future instructional decisions at HNES, supporting a more interactive and meaningful approach to student learning documentation. This action research study will support the question: How does implementing ePortfolios impact student engagement, goal-setting, self-reflection, and real-world learning connections compared to traditional Leadership Notebooks, and what challenges and benefits arise during the transition?

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IV. Research Design

This study will use a qualitative design-based research (DBR) approach, incorporating elements of action research. DBR allows for iterative testing, refinement, and evaluation of ePortfolio implementation over time.

Why this design?

• DBR promotes practical application and continuous improvement of instructional innovations.

• It allows collaboration with students and teachers to adapt ePortfolio use based on real-time feedback.

• Qualitative analysis provides deep insights into students’ experiences, reflections, and learning processes.

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V. Data Collection Methods

• Student Surveys: Gather students’ perceptions of the transition from binders to ePortfolios, measuring engagement, motivation, and ease of use.

• Teacher Observations & Feedback: Document changes in student participation, organization, and reflection over time.

• Student Work Samples: Analyze the depth of reflection and goal-setting in digital portfolios compared to previous binder entries.

• Focus Groups: Conduct discussions with students to explore their experiences, challenges, and perceived benefits of using ePortfolios.

• Comparative Analysis: Compare student goal-tracking and progress in the traditional Leadership Notebooks vs. ePortfolios.

 

VI. Types of Measurement

• Qualitative Thematic Analysis: Identify recurring themes in student reflections and engagement levels.

• Comparative Assessment: Compare student goal-setting behaviors and reflection depth between traditional and digital portfolios.

• Student Engagement Metrics: Track participation rates and quality of entries in the ePortfolio.

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VII. Literature Review Focus

• Blended Learning and Digital Integration in Elementary Education

• Benefits of ePortfolios in Student-Centered Learning

• Self-Regulated Learning and Reflection

• Instructional Design Strategies for Implementing Digital Tools in the Classroom

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VIII. Expected Outcomes

• Increased student ownership and engagement in their learning journey.

• More meaningful self-reflection and goal-setting practices.

• Reduction in time and space required for storage and maintenance of Leadership Notebooks.

• Improved connections between classroom learning and real-world applications.

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IX. Implementation Plan

• Phase 1 (0-6 months): Pilot ePortfolios in one classroom, train students, collect initial data.

• Phase 2 (6-12 months): Evaluate feedback, make adjustments, and expand to more classrooms.

• Phase 3 (12-24 months): Full school-wide implementation and assessment of long-term impact.

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By conducting this action research, HNES can explore the feasibility of ePortfolios as a sustainable and effective alternative to traditional binders while promoting student leadership in their learning process.

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References:

ePortfolios Explained: Theory and Practice. Centre for Teaching Excellence, University of Waterloo.

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Gelfer, Jeffrey I. & Perkins, Peggy G. (2012) Portfolio assessment in an elementary school: A model to facilitate preparation, International Journal of Adolescence and Youth, 5:4, 251-261, DOI: 10.1080/02673843.1995.9747770.

 

Harapnuik,D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences (2nd ed).

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