E-Portfolios as a Tool for Supporting Gifted Children in New Zealand Early Childhood Education Centres
A Critical Appraisal
By Vanessa White
Executive Summary
Through a collaborative effort between IBM and a rural American school in the 1990’s, e-portfolios were originally developed as a way for teacher’s to store samples of student’s work for the purposes of assessing student development and sharing at teacher-parent interviews. E-portfolios have evolved along with technological advancements. Their use has become a collaborative practice involving teacher input, child voice and choices, and input from peers and family.
The use of e-portfolios early childhood gifted education is underpinned by theories and methodologies which include Gagné’s Differentiated Model of Giftedness and Talent 2.0 (Gagné, 2008), the DISCOVER model (Kuo, Maker, Su & Hu, 2010), and Differentiated Practice; instruction and assessment.
The cycle of differentiated instruction and assessment is well supported through appropriate use of this tool, allowing: an effective means of identifying gifted children and their learning needs; enhancing the development of appropriate provisions, including promoting student engagement in critical and reflective practice; assisting in transition phases; as well as, providing information for reference purposes when evaluating gifted education within a Centre.
This use of this tool aligns with key New Zealand documents including Te Whāriki, the New Zealand Early Childhood Curriculum (New Zealand Ministry of Education, 2014b) and Gifted and Talented Students: Meeting their needs in New Zealand School (New Zealand Ministry of Education, 2012b), and aligns with key strategies including; Ka Hikitia: Accelerating success 2013-2017 (New Zealand Ministry of Education, 2013b), the Pasifika Plan: 2013-2017 (New Zealand Ministry of Education, 2013c), and the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001).
When appropriately aligned with centre pedagogy, and supported by a clear purpose, e-portfolios have great potential for valuable outcomes. The benefits must be considered in light of any foreseeable challenges and barriers, however overall, the evidence suggests that with careful planning and appropriate support, e-portfolios can be an effective tool for supporting the needs of young gifted children within the context of New Zealand Early Childhood Education, and as such, is a tool well-worth consideration.
Introduction
This critical appraisal explores the use of e-portfolios within the context of gifted education in the New Zealand Early Childhood Education setting. Formal Early Childhood Education in New Zealand is provided through Kindergartens, Kōhanga Reo and Play Centres, as well as Education and Care Centres like Home-Based Childcare and Crèche. As such, the term ‘Centre’ refers to any location where formal Early Childhood Education is being provided, while the term ‘teacher’ is used loosely, including all those who are in a role where they support the learning of children within such a setting.
Through the critical appraisal process three key areas are discussed. The first is the historical, conceptual and contextual information surrounding the development and use of the tool. This includes the tools early development as well as the theory, methodology and New Zealand documentation which relates to this. The second key area, implementation, places an emphasis on the practical aspects underpinning the successful introduction and day-to-day application of e-portfolios. The third key area has a focus on equitable access through adaptations, with the critical appraisal being briefly summarised with an outline covering the conditions necessary for effective and successful implementation of the tool.
Historical, Conceptual and Contextual Information
The Development of e-Portfolios as a Tool
The technology for e-portfolios was initially designed and developed by IBM for businesses, and refined for educational purposes in the 1990’s in response to a request by rural American school Conestoga Elementary, which was seeking improved ways of storing and using artefacts demonstrative of student’s abilities, development, and learning over time. Primarily for storing samples of student’s best work, these could contain artefacts in the form of multi-media files, which included videos of students exhibiting selected skills, and scanned images of their work. The very first e-portfolio project was "not a day-to-day working portfolio, but an historical record of growth from kindergarten through third grade" (Campbell, 1996, p.190) and was primarily teacher led; however older students did have some opportunity to select work for inclusion. The information collected, enabled teachers to reflect on children’s learning development over time. Campbell (1996, p.190) highlighted it’s early prospective as a tool for identifying both revealed abilities as well as latent potential, exemplifying "…it may be that there is a correlation between kindergarteners’ verbal and physical abilities and academic achievement in later years". They also provided a means of sharing student’s work and learning with families at parent- teacher conferences.
Current Purposes of Practice
A more current description of an e-portfolio, in terms of what this looks like from the perspective of day-to-day use with a student, is described by Banks (2004) as “an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this. It enables learners to represent the information in different formats and to take the information with them between institutions”. However, in reality this only a fraction of the benefits such a tool can offer. The evolution of technology has meant that hardware, applications and internet have become more accessible and that enhanced functions are now offered, as are more user-friendly interfaces. These developments have provided more opportunities to integrate the use of e-portfolios further into the learning and assessment cycle and are significant for the child, their family and teachers.
Munro (2011, p.5) states that it is important to view "the use of an e-portfolio as an approach, or method, or support structure to teaching and learning. That is, a digital portfolio is both a quantifiable thing and at the same time, a process". The author continues on to express that "...the power of the e-portfolio comes from the underlying support structure and process – the interaction between students, peers and teachers as the specific views evolve and the student’s learning is created, shaped, expressed, and owned". The ability to directly involve children in the development and use of e-portfolios as they choose artefacts and share learning experiences through documentation of their voice is one extremely valuable aspect. Another is the advantage of being able to invite increased family participation, with opportunities for feedback and contribution of other artefacts. As well as encouraging the child, these provide teachers with further insight into the child, and their family’s values and expectations, all of which can be used to develop more responsive provisions.
This rich source of information is highly beneficial for teachers, helping to guide the processes of; identifying gifted children as the nature and pace of learning progress become more evident through the longitudinal information collection process. It is also invaluable in carrying out assessment for learning, enhancing support for students during transition phases, and evaluating gifted education provisions. No longer simply a facility for storing artefacts and periodically assessing children’s potential and abilities, e-portfolios are now a day-to-day tool with the potential to provide a myriad of benefits to young gifted children.
Theories and Methodology Underpinning Use of e-Portfolios
The use of e-portfolios is underpinned by a multitude of theories and methodology. Among these are Gagné’s Differentiated Model of Giftedness and Talent 2.0 (DMGT) (Gagné, 2008) and a modified version of the DISCOVER (Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses) Model (Kuo, Maker, Su & Hu, 2010), while methodologies relating to the use of e-portfolios include those relating to Differentiated Instruction and Assessment.
The DMGT is a model which proposes a strong relationship between environment and intrapersonal characteristics, the developmental process into which these feed, and the successful development of gifts into talents. Environment, within this model, includes milieu (physical, cultural, social and familial), significant individuals (parents, carers, family, peers, teachers and mentors) and provisions, while the developmental process includes activities, progress and investment. In conjunction with the information gathered in the e-portfolio, educators can use this model to guide a process of identifying anything which may be inhibiting or promoting a child’s development, in turn, using this to determine the best approaches for support (Ministry of Education, 2012a).
Looking more closely at the activities component of the DMGT it is imperative to consider differentiated practice. Differentiated practice is essential in meeting the needs of gifted learners. This includes the need to offer variations in content, process and product. “Differentiation means being responsive to students’ individual strengths and needs as they are identified through careful and ongoing assessment. Teachers who differentiate begin by recognising the uniqueness of each student – their interests, expectations, motivations, abilities, resources, skills, culture, home and family, way and rate of learning, and so on" (New Zealand Ministry of Education, 2012b, p.54). E-portfolios help teachers recognise the uniqueness of their students and maintain an awareness of this overtime as the children grow and learn. As such e-portfolios provide a means of providing vital information for the development of appropriate programs. This is supported by Wright and Borland (1993, Early Childhood Developmental Portfolios section, para.4) who state that "portfolio assessment, which focuses on curriculum-grounded classroom work, student reflection and self-appraisal, and dynamic growth instead of status at one isolated period of time, has the potential to drive the curriculum in desirable ways".
Differentiated practice also ties into assessment. If provisions are appropriately differentiated children will have the "best opportunity to demonstrate his or her learning" (Government of Alberta, 2010, p.46) and thus be assessed more accurately. Through the modification of the DISCOVER model in the 'Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Pre-schoolers’ (PSMIGP program), Kuo, Maker, Su and Hu (2010) found portfolios to be a useful assessment tool. Their research findings concluded that they can be a valid component within differentiated assessment practice. If this is the case for portfolios, then it fits that e-portfolio ought to be even better. Indeed, e-portfolios are viewed as a form of quality assessment in early childhood when evaluated against the criteria set by the New Zealand Education Review Office (2007, p.18). These criteria are: that children’s holistic development should be reflected in the assessment practice; children and their families are involved in assessment practice, and children will be given feedback on their learning through the processes of choosing artefacts and their reflective process of their learning; and children’s learning will be captured in context to their relationships with people, places and things, both within a Centre and beyond.
Alignment with Key New Zealand Documentation
Early Childhood Gifted Education
In the context of New Zealand Early Childhood Education for gifted and talented children, the implementation of e-portfolios aligns with a number of key documents including Te Whāriki, the New Zealand Early Childhood Curriculum (New Zealand Ministry of Education, 2014b) and Gifted and Talented Students: Meeting their needs in New Zealand School (New Zealand Ministry of Education, 2012b). Te Whāriki guides teaching and learning practices in early childhood centres across the country. E-portfolios uphold the foundation principles of this curriculum; empowerment – whakamana, holistic development – kotahitanga, family and community – whānau tangata and relationships – ngā hononga. Each of these is woven through the way in which the tool is used, for example empowerment through the child’s voice and choices, with holistic development supported through the communications between centre and whānau. Family and community are shown to be a valued and important part of a child’s learning journey with relationships being developed and nurtured through the inclusive approach to planning, sharing and feedback.
While there is currently limited information and resources pertaining specifically to giftedness and talent in the early years in the New Zealand context, the main ideas outlined in Gifted and Talented Students: Meeting their needs in New Zealand School, are still very much relevant to this sector and it should be used as a reference point for centres and organisations as they adopt tools and strategies to support these children. Highlighted within this document, is that "all students will reveal their abilities differently with different people and in different contexts" (New Zealand Ministry of Education, 2012b, p.33) and continues on to say that “an approach that employs a number of different methods of identification gives insights into many different contexts, recognising that gifts and talents that may not be apparent in the classroom may be more visible on the sports field, at church, on the marae, or at home” (p.44). As such e-portfolios provide an excellent platform for a holistic approach to assessment, which can be used to identify gifted and talented children, ascertain their needs, and provide feedback. In addition to this the New Zealand Ministry of Education (2012b, p.47), states that 'they also allow for a rich variety of student choice in terms of content and preferred ways of learning, as well as encourage higher levels of thinking and reflective practice", thus e-portfolios also provide a means of supporting learning through deeper thinking as well as a way to share in, and celebrate learning with peers and family.
An important point raised by the New Zealand Ministry of Education (2012b, p.25) pertains to the identification of individuals and groups from underserved populations of gifted students, those from cultural minorities including Māori and Pasifika children, and children with multiple exceptionalities. "Culturally diverse and economically disadvantaged students are often under-represented in programmes for the gifted and talented. Schools must make a special effort to identify talented students from these groups". Bevan-Brown (2009, Products, Processes and Performances section, para. 3) says that "an added strength of portfolios is that they enable teachers to assess students' achievement over time", a pertinent point acknowledging the need to look at rate of learning to identify potential and not just looking at the current ability levels which can be affected by a number of other factors external to the child. In reference to these children, the New Zealand Ministry of Education (2012b, p.51) also states that "it is critically important to identify them as early as possible. Attention should focus on Early Childhood Education and on junior school" (New Zealand Ministry of Education, 2012b, p.51). The use of e-portfolios in the early childhood sector would seem to be one plausible approach for responding to these needs.
E-Portfolios as a Culturally Responsive Tool
Any tool or strategy used in a learning centre needs to be culturally inclusive and responsive. Thus educators also need to be familiar with, and underpin their practice, in accordance with Ka Hikitia: Accelerating success 2013-2017 (New Zealand Ministry of Education, 2013b), the Pasifika Plan: 2013-2017 (New Zealand Ministry of Education, 2013c), and the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001). The technology, pedagogy and purposes behind the use of e-portfolios lend themselves to culturally inclusive and responsive practice and support key ideas in each of these strategies.
As identified in Ka Hikitia (New Zealand Ministry of Education, 2013b, p.33) "collaboration between parents, whānau, hapū, iwi, communities and early learning providers is required to lift the quality and responsiveness of early learning for Māori children and their whānau. Providers can then better tailor their provisions to match the identity, language and culture of children and their whānau, hapū, iwi and communities, and create welcoming and supportive environments". These values underpin the bicultural approach to gifted education as outlined by the New Zealand Ministry of Education (2012b) and link with the collaborative approach e-portfolios afford. In addition to this Bevan-Brown (2009, Products, Processes and Performances section, para.3) states that, "as long as the "best performance" samples collected are assessed through an appropriate cultural lens, portfolios are a promising means of identifying gifted Mäori students".
E-portfolios also provide a means of supporting student’s social, emotional, and spiritual well-being. Well-being is significant to all students (New Zealand Education Review Office, 2013), and these are specific areas which require consideration when supporting the needs of gifted students (New Zealand Ministry of Education, 2012b), and which ties in with cultural values. Bevan-Brown (2009, Provision section, para. 13) suggests that e-portfolios “can be effective tools for developing reflective thinking and nurturing emotional and spiritual intelligence"…and that "while all gifted Mäori students should be nurtured and developed, particular attention should be paid to the priority areas…i.e., personal qualities in the affective domain".
Barriers have been identified in relation to the transitioning of gifted students (Gallagher, 2008). Provided that children retain ownership of the e-portfolios and that the platform can be used across learning institutions, e-portfolios can become a useful resource that shifts with children as they progress through the education system, helping to reduce some of these. The need for support to ensure successful transition periods has also been identified by the New Zealand Ministry of Education (2013b, p.24) in Ka Hikitia as critical for Māori students. “Successful transitions in education occur when students develop a strong sense of belonging in the new setting and feel proud and supported in their identity, language and culture. Successful transitions are critical in enabling strong education pathways for Māori students". Transitioning is also a priority outlined in the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001) and thus with respect to gifted education, is highly relevant to students with multiple-exceptionalities. Successful transitioning from early childhood to primary school, with the support of e-portfolios, has been evidenced in the Ministry of Education ePortfolio in Early Childhood Education case studies, by a grandfather who shared that is has “helped to make that transition into school and to see that as a kind of seamless transition as well. It was quite a surprise for me to see that as well, I was really delighted" (New Zealand Ministry of Education, 2014a, tab 3).
E-portfolios are also well aligned with the values identified in the Pasifika Plan (2013-2017). As a child and family centred tool, it is well set to support the learning and well-being of Pasifika children, providing a way to identify, acknowledge and build learning opportunities upon the values of families. In addition to this, if used along-side a community developed list of identifiers for Pasifika Giftedness and Talent, it supports a culturally inclusive approach to identifying gifted Pasifika. This is particularly significant as “…researchers conclude that Pasifika students have been under-represented in programmes for gifted and talented students...One approach is to work with parents, families, communities, and gifted and talented students themselves to explore broader concepts of giftedness and talent, while at the same time developing understandings of the multi-ethnic diversity of Pasifika peoples" (New Zealand Ministry of Education, 2012b, p.26).
Appropriate use of this tool has the potential to assist in meeting the three goals directly relating to early childhood which have been articulated in the Pasifika Plan 2013-2017 (New Zealand Ministry of Education, 2013c). These are that: Pasifika children start school well prepared for education success; all Pasifika parents, families and communities understand and value the importance of early learning; Early Childhood Education (ECE) services are culturally intelligent and effectively engage Pasifika children, parents, families and communities.
Children with Multi-exceptionalities
Children with multi-exceptionalities are those who demonstrate the characteristics of giftedness and talent as well as having a learning disability or a physical, neurological, sensory and/or psychological disorder or impairment. A study conducted by Wright and Borland (1993) exhibits the potential for portfolios to help identify significant discrepancies in a child's abilities for early detection of, and early responses to, other exceptionalities. This suggestion is supported by Kuo, Maker, Su and Hu (2010, p.369) who state that "portfolio assessment was particularly suitable for identifying children with cultural diversity, social and economically disadvantaged status, and twice exceptional children". In relation to key New Zealand documentation, the use of e-portfolios supports a number of priorities as outlined in The New Zealand Disability Strategy (New Zealand Ministry of Health, 2001) including ensuring equitable access to the resources available to meet individual needs, a mode of communication with other children with impairments, increased support through transitions, increased opportunity for student’s voice and opportunities for choice, and greater family involvement. See the ‘Looking Ahead’ section for further information specific to supporting children with multiple exceptionalities.
Implementation
Early childhood centres and organisations (which may include management, team leaders and teachers), the children receiving the educational care, and their families, are all involved in the implementation process of e-portfolios at various stages. While the people involved in the planning and implementation process may vary slightly between Centre settings, as might their role, the implementation process will remain similar for all.
Introducing e-portfolios to a Centre
Ensuring that the centre pedagogy aligns with the use of e-portfolios is imperative. The Ministry of Education (2009, p.14) has identified that "it is evident in schools where ePortfolios are becoming well established a strong link exists between the ePortfolio and the school’s pedagogical beliefs". In addition to this the Ministry of Education (2009, p.9) has determined that "…the key issue is purpose… What do schools want it to be used for? How does it fit with the school’s pedagogical vision and values? Each school will need to determine answers to these questions relative to their own pedagogical goals prior to proceeding". This includes an understanding by all that the purpose of the e-portfolios is as an integrated tool, not just an add-on.
Wikis, blogs and Learning Management Systems (LMS) are all possible platforms for e-portfolios and the benefits and costs of each need to be weighed up with respect to the centres pedagogy and the purpose for implementing them. Three key features have been identified as being valuable; a platform "that allowed a great deal of flexibility in the authoring of page templates (and allowed embedded rich media), one that made authoring and editing pages very simple and one that provides a granular permissions structure" (Ministry of Education, 2009 p.19). Another important consideration when selecting a platform is determining how accessibility and usability can be ensured for all.
Other key aspects to incorporate in the process of implementation are:
Work closely with your community:
Professional Development and Support
Professional development will be necessary to support a number of areas of implementation in the early stages of the process, however the need for support will lessen considerable once the process has been initiated and any early unforeseen challenges have been ironed out. Initial training and support will be necessary for: the set-up of equipment including any assistive technology; to develop policies and procedures around cyber-safety, privacy and netiquette; how to use the e-portfolios system; and if used, the development of Portfolio Profiles, a report based on e-portfolio contents used to assist in transition phases (Wright and Borland, 1993).
Training may also be required in relation to implementing and using accessible formats which support the diverse needs of students (United Nations Education, Scientific and Cultural Organization, 2010). Teachers may require guidance around how to support students with impairments to develop independence in using e-portfolios. It is important that teachers test the system for usability prior to using it with children at the Centre. Familiarity with the system prior to use with children is important and as such one suggestion is that teachers create their own e-portfolio using the system to begin with. On-going availability of support for equipment and software use will be necessary to ensure the system is used in an enduring fashion.
In addition to this professional develop will be required around the themes of In addition to professional development specific to e-portfolios, some educators may benefit from refresher courses or new learning with regards to gifted education, assessment practice, differentiated practice, and observation methods as these all tie in closely to the use of the e-portfolios. Training may also be required to develop new teaching strategies that the e-portfolio will support, for instance, guiding reflections and critical thinking, and crafting scaffolds for learning through these.
E-portfolios in Action
Teachers facilitate children’s use of e-portfolios, as well as adding artefacts and notes to the e-portfolios as they see relevant. It is imperative that children have opportunities to select items which are most important to them for inclusion. They may choose to include items of their own production or recordings which express their ideas and perspectives, interests, abilities and qualities. “…both the selections and their bases can be quite revealing. They can provide access to the child's desires, needs, and aspirations as well as a link to the child's activities beyond the formal curriculum" (Wright and Borland, 1993, Elements of the Early Childhood Developmental Portfolios, para. 11). Access to add to their e-portfolios at the Centre needs to be fair and equitable for all students and as such systems need to be put in place to guide this. Children also need easy access to e-portfolios at the Centre to interact with them and share them with their peers. Families will also contribute to the e-portfolios and one way to maintain engagement is by sending an email notification to parents to advise them of an update to the contents, with an invitation to provide feedback to their child. For some examples of e-portfolios developed at an Early Childhood level which show various aspects of what has been discussed in this critical appraisal, you may like to take a look at ePortfolios at Early Childhood Education centres (New Zealand Ministry of Education, 2013b), Learning stories using the internet (New Zealand Ministry of Education, 2013a), Educa (2014) and Storypark (2013).
Goals and Outcomes of Practice
Goals and outcomes can be set on a number of levels; Centre-wide, for individuals or groups of children, and for families. The goals and outcomes for the Centre will vary depending on the Centre’s pedagogy and the purpose for implementing the e-portfolios. The goals for individual children and groups of children will also depend on the goals set between the child, parents/peers/ whānau and the teachers. While the goals for families are likely to remain fairly constant.
Centre-wide goals and outcomes will relate to best-practice in gifted education as well assessment practices in Early Childhood Education, while those for individual children will relate more to specific learning needs, and the goals and outcomes for families will primarily relate to culturally response practice, home-school partnerships. For a more comprehensive list of possible goals, outcomes and measures please refer to the file below.
Strengths and Limitations
Strengths of using e-portfolios have the potential to support significant positive outcomes for students, their families and teachers. Some of the more prominent aspects include; providing a valid way to identify gifted students, being an effective tool for both differentiated assessment and practice and as a means of Invitational Education (Purkey and Novak, as cited in Riley, 2014), as well as the participation of families. The value of these is extensive and would seem to far outweigh the challenges.
Some of the challenges and barriers to using e-portfolios which need to be addressed to ensure successful use include, but are not restricted to, ensuring: connection with pedagogy and purpose, appropriate access and usability within the community and at the centre, sufficient time and resources for planning and implementation, promoting and supporting professional development around gifted education and assessment practices. In addition to these, and possibly more difficult to address is the potential lack of interoperability of systems which may restrict the full potential of transitioning support that the e-portfolio could afford.
Looking Ahead – The Next Steps
Supporting Diverse Learners
Accessibility and usability should be an integral part of the philosophy and purpose underpinning the use of any information technology (ICT). The importance of this is highlighted by Warschauer (2003, p.46) who states that "ICT use is a social practice, involving access to physical artefacts, content, skills, and social support… acquisition of ICT access is a matter not only of education but also of power” and continues on to say that "if handled well, these resources can thus serve as a virtual circle that promotes social development and inclusion. If handled poorly, these elements can serve as a vicious cycle of underdevelopment and exclusion" (p.48). To ensure inclusive and equitable opportunities, e-portfolios need to be accessible and usable to children and their teachers, as well as to individuals who are invited to contribute to the e-portfolio.
Language
Internationally many websites, such as blogs and wikis, and software such as Learning Management Systems, are presented in English. Learning and practicing English through the context of using e-portfolios may be seen as positive. Delpit (as cited in Warschauer, 2009, p.32) supports this view with the suggestion that one benefit is the opportunity to"...learn the language and culture of power that are often inaccessible to minority and immigrant students”.
Some users however, may need, or prefer, to access and use information technology in a language other than English. This may be to enable or improve communication pathways, to develop cultural identity and/or to preserve language and culture. While some features of e-portfolios naturally lend themselves to supporting multiple languages, such as videos and audio files, there may be limitations on what language and text formats can be included when writing. In addition to this, full inclusion would mean the option for all text on the screen to be in the language needed or preferred. This is particularly relevant for Kōhanga Reo which require e-portfolios that allow computer education through Māori language and approaches, in alignment with the philosophy behind full immersion centres. While there is a distinct gap in accessibility to ICT tools in language other than English, there are some options worth exploration which include; the Māori-language version of the Windows operating system and Microsoft Office, as well as Google Translate which has an English-Māori option. Further to this, multi-lingual software solutions are used in some countries (Warschauer, 2003). One option specific to e-portfolios in New Zealand is a new feature which has recently been released by Educa (2014) which is a new type of learning story entitled Te Whatu Pōkeka which appears to use te reo Māori in the titles and tabs, however the depth of the language use and any other aspects supporting Māori approaches to assessment are unclear.
Supporting Students with Multiple Exceptionalities
Ensuring accessibility and usability for students who have multiple exceptionalities is also necessary. Assistive Technology may be required to use computers, and in some cases the environment may need to be altered, one example being the introduction of standing desks for students who need to move while thinking (Bright, n.d.). Some computers have in-built features which can help with access and usability in some respects such as"... Google and Microsoft and Apple products where users can turn on a built-in screen reader, magnifier, or speech recognition system without additional adaptive technology" (Oswal, 2013, p.143). In relation to usability, Warschauer (2003, p.89) makes the following recommendations. "A principle requirement is to provide a redundancy of output mechanisms. That is to ensure that all graphical content has a text equivalent (for the blind who can then convert the text to speech); that all audio content has a text equivalent (for the deaf); and that animated graphics can be frozen (for those with attention deficit disorder or learning disabilities). It is also recommended that sites allow users to input via both keyboarding or pointing (e.g., a "submit" button can be designed to also accept the input of the letter s) and that sites use a clear, consistent well-labeled format (to benefit all users and especially those with disabilities)".
Lawton Henry (2005) provides some very interesting reading about accessibility, web design and the implications surrounding this while Oswal (2013) provides a thought provoking list of questions to consider when making decisions about technology which supports students with impairments.
Ensuring Success
This tool brings the child and family front and centre. Being child-led and supported through the engagement of families is a key aspect of the inclusive and holistic nature of this tool. When the child’s learning is guided with careful scaffolding provided by teachers, and nurtured through acceptance, encouragement, and positive feedback from teachers, family and peers, this tool has massive potential to effect positive change for gifted children in the Early Education setting. Wright and Borland (1993, Elements of the Early Childhood Developmental Portfolios, para. 11) express that "...it provides a sense of security, since the choices are the child's ... The resultant sense of respect, safety, and dependability is especially valuable for the children...for whom this may not be a part of everyday life”.
As with any new endeavour, it is important to have a clear understanding of strengths and potential challenges which may impact on the success of implementing a new tool or strategy. These must be weighed up during the early planning stages to decide whether the e-portfolio tool is appropriate and planned for. Access to professional development and support is vital, with on-going to support necessary to maintain successful perpetual use of the tool.
An additional critical component the need to ensure the Centre's pedagogy aligns with the tools use, with clearly articulated purpose. Necessary technology needs to be accessible and usable for all ensuring a fully inclusive approach. It is important that families have the opportunity to be involved in the planning stage, including policy development, as well as through the day to day use of e-portfolios. Both child and parent/whānau/carer engagement must be invited, encouraged and shown to be valued. It is advisable to start implementation with a slow roll out, to be able to effectively respond to both perceived and unforeseen challenges in the early stages.
In order for e-portfolios to be maintained and used in an ongoing fashion, time, professional development and support are all necessary and need to be made available. Importantly, teachers need to see the e-portfolios as a tool that is integrated through all aspects of learning and not just an add-on and it is vital that e-portfolios must be used with a positive, accepting and supportive, culturally responsive approach to provide a safe means of expression and sharing for the child.
Thus with careful consideration and planning, e-portfolios afford a means of identifying young gifted children, assessing and supporting their needs, as well as monitoring effectiveness of gifted programmes within early childhood centres. While time intensive to implement, it would appear that if used and supported appropriately, the benefits of implementing e-portfolios for these purposes, far out-weigh the costs of using this tool.
A Critical Appraisal
By Vanessa White
Executive Summary
Through a collaborative effort between IBM and a rural American school in the 1990’s, e-portfolios were originally developed as a way for teacher’s to store samples of student’s work for the purposes of assessing student development and sharing at teacher-parent interviews. E-portfolios have evolved along with technological advancements. Their use has become a collaborative practice involving teacher input, child voice and choices, and input from peers and family.
The use of e-portfolios early childhood gifted education is underpinned by theories and methodologies which include Gagné’s Differentiated Model of Giftedness and Talent 2.0 (Gagné, 2008), the DISCOVER model (Kuo, Maker, Su & Hu, 2010), and Differentiated Practice; instruction and assessment.
The cycle of differentiated instruction and assessment is well supported through appropriate use of this tool, allowing: an effective means of identifying gifted children and their learning needs; enhancing the development of appropriate provisions, including promoting student engagement in critical and reflective practice; assisting in transition phases; as well as, providing information for reference purposes when evaluating gifted education within a Centre.
This use of this tool aligns with key New Zealand documents including Te Whāriki, the New Zealand Early Childhood Curriculum (New Zealand Ministry of Education, 2014b) and Gifted and Talented Students: Meeting their needs in New Zealand School (New Zealand Ministry of Education, 2012b), and aligns with key strategies including; Ka Hikitia: Accelerating success 2013-2017 (New Zealand Ministry of Education, 2013b), the Pasifika Plan: 2013-2017 (New Zealand Ministry of Education, 2013c), and the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001).
When appropriately aligned with centre pedagogy, and supported by a clear purpose, e-portfolios have great potential for valuable outcomes. The benefits must be considered in light of any foreseeable challenges and barriers, however overall, the evidence suggests that with careful planning and appropriate support, e-portfolios can be an effective tool for supporting the needs of young gifted children within the context of New Zealand Early Childhood Education, and as such, is a tool well-worth consideration.
Introduction
This critical appraisal explores the use of e-portfolios within the context of gifted education in the New Zealand Early Childhood Education setting. Formal Early Childhood Education in New Zealand is provided through Kindergartens, Kōhanga Reo and Play Centres, as well as Education and Care Centres like Home-Based Childcare and Crèche. As such, the term ‘Centre’ refers to any location where formal Early Childhood Education is being provided, while the term ‘teacher’ is used loosely, including all those who are in a role where they support the learning of children within such a setting.
Through the critical appraisal process three key areas are discussed. The first is the historical, conceptual and contextual information surrounding the development and use of the tool. This includes the tools early development as well as the theory, methodology and New Zealand documentation which relates to this. The second key area, implementation, places an emphasis on the practical aspects underpinning the successful introduction and day-to-day application of e-portfolios. The third key area has a focus on equitable access through adaptations, with the critical appraisal being briefly summarised with an outline covering the conditions necessary for effective and successful implementation of the tool.
Historical, Conceptual and Contextual Information
The Development of e-Portfolios as a Tool
The technology for e-portfolios was initially designed and developed by IBM for businesses, and refined for educational purposes in the 1990’s in response to a request by rural American school Conestoga Elementary, which was seeking improved ways of storing and using artefacts demonstrative of student’s abilities, development, and learning over time. Primarily for storing samples of student’s best work, these could contain artefacts in the form of multi-media files, which included videos of students exhibiting selected skills, and scanned images of their work. The very first e-portfolio project was "not a day-to-day working portfolio, but an historical record of growth from kindergarten through third grade" (Campbell, 1996, p.190) and was primarily teacher led; however older students did have some opportunity to select work for inclusion. The information collected, enabled teachers to reflect on children’s learning development over time. Campbell (1996, p.190) highlighted it’s early prospective as a tool for identifying both revealed abilities as well as latent potential, exemplifying "…it may be that there is a correlation between kindergarteners’ verbal and physical abilities and academic achievement in later years". They also provided a means of sharing student’s work and learning with families at parent- teacher conferences.
Current Purposes of Practice
A more current description of an e-portfolio, in terms of what this looks like from the perspective of day-to-day use with a student, is described by Banks (2004) as “an electronic format for learners to record their work, their achievements and goals, to reflect on their learning, and to share and be supported in this. It enables learners to represent the information in different formats and to take the information with them between institutions”. However, in reality this only a fraction of the benefits such a tool can offer. The evolution of technology has meant that hardware, applications and internet have become more accessible and that enhanced functions are now offered, as are more user-friendly interfaces. These developments have provided more opportunities to integrate the use of e-portfolios further into the learning and assessment cycle and are significant for the child, their family and teachers.
Munro (2011, p.5) states that it is important to view "the use of an e-portfolio as an approach, or method, or support structure to teaching and learning. That is, a digital portfolio is both a quantifiable thing and at the same time, a process". The author continues on to express that "...the power of the e-portfolio comes from the underlying support structure and process – the interaction between students, peers and teachers as the specific views evolve and the student’s learning is created, shaped, expressed, and owned". The ability to directly involve children in the development and use of e-portfolios as they choose artefacts and share learning experiences through documentation of their voice is one extremely valuable aspect. Another is the advantage of being able to invite increased family participation, with opportunities for feedback and contribution of other artefacts. As well as encouraging the child, these provide teachers with further insight into the child, and their family’s values and expectations, all of which can be used to develop more responsive provisions.
This rich source of information is highly beneficial for teachers, helping to guide the processes of; identifying gifted children as the nature and pace of learning progress become more evident through the longitudinal information collection process. It is also invaluable in carrying out assessment for learning, enhancing support for students during transition phases, and evaluating gifted education provisions. No longer simply a facility for storing artefacts and periodically assessing children’s potential and abilities, e-portfolios are now a day-to-day tool with the potential to provide a myriad of benefits to young gifted children.
Theories and Methodology Underpinning Use of e-Portfolios
The use of e-portfolios is underpinned by a multitude of theories and methodology. Among these are Gagné’s Differentiated Model of Giftedness and Talent 2.0 (DMGT) (Gagné, 2008) and a modified version of the DISCOVER (Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses) Model (Kuo, Maker, Su & Hu, 2010), while methodologies relating to the use of e-portfolios include those relating to Differentiated Instruction and Assessment.
The DMGT is a model which proposes a strong relationship between environment and intrapersonal characteristics, the developmental process into which these feed, and the successful development of gifts into talents. Environment, within this model, includes milieu (physical, cultural, social and familial), significant individuals (parents, carers, family, peers, teachers and mentors) and provisions, while the developmental process includes activities, progress and investment. In conjunction with the information gathered in the e-portfolio, educators can use this model to guide a process of identifying anything which may be inhibiting or promoting a child’s development, in turn, using this to determine the best approaches for support (Ministry of Education, 2012a).
Looking more closely at the activities component of the DMGT it is imperative to consider differentiated practice. Differentiated practice is essential in meeting the needs of gifted learners. This includes the need to offer variations in content, process and product. “Differentiation means being responsive to students’ individual strengths and needs as they are identified through careful and ongoing assessment. Teachers who differentiate begin by recognising the uniqueness of each student – their interests, expectations, motivations, abilities, resources, skills, culture, home and family, way and rate of learning, and so on" (New Zealand Ministry of Education, 2012b, p.54). E-portfolios help teachers recognise the uniqueness of their students and maintain an awareness of this overtime as the children grow and learn. As such e-portfolios provide a means of providing vital information for the development of appropriate programs. This is supported by Wright and Borland (1993, Early Childhood Developmental Portfolios section, para.4) who state that "portfolio assessment, which focuses on curriculum-grounded classroom work, student reflection and self-appraisal, and dynamic growth instead of status at one isolated period of time, has the potential to drive the curriculum in desirable ways".
Differentiated practice also ties into assessment. If provisions are appropriately differentiated children will have the "best opportunity to demonstrate his or her learning" (Government of Alberta, 2010, p.46) and thus be assessed more accurately. Through the modification of the DISCOVER model in the 'Enrichment Program for Cultivating Problem Solving Abilities and Multiple Intelligences for Gifted Pre-schoolers’ (PSMIGP program), Kuo, Maker, Su and Hu (2010) found portfolios to be a useful assessment tool. Their research findings concluded that they can be a valid component within differentiated assessment practice. If this is the case for portfolios, then it fits that e-portfolio ought to be even better. Indeed, e-portfolios are viewed as a form of quality assessment in early childhood when evaluated against the criteria set by the New Zealand Education Review Office (2007, p.18). These criteria are: that children’s holistic development should be reflected in the assessment practice; children and their families are involved in assessment practice, and children will be given feedback on their learning through the processes of choosing artefacts and their reflective process of their learning; and children’s learning will be captured in context to their relationships with people, places and things, both within a Centre and beyond.
Alignment with Key New Zealand Documentation
Early Childhood Gifted Education
In the context of New Zealand Early Childhood Education for gifted and talented children, the implementation of e-portfolios aligns with a number of key documents including Te Whāriki, the New Zealand Early Childhood Curriculum (New Zealand Ministry of Education, 2014b) and Gifted and Talented Students: Meeting their needs in New Zealand School (New Zealand Ministry of Education, 2012b). Te Whāriki guides teaching and learning practices in early childhood centres across the country. E-portfolios uphold the foundation principles of this curriculum; empowerment – whakamana, holistic development – kotahitanga, family and community – whānau tangata and relationships – ngā hononga. Each of these is woven through the way in which the tool is used, for example empowerment through the child’s voice and choices, with holistic development supported through the communications between centre and whānau. Family and community are shown to be a valued and important part of a child’s learning journey with relationships being developed and nurtured through the inclusive approach to planning, sharing and feedback.
While there is currently limited information and resources pertaining specifically to giftedness and talent in the early years in the New Zealand context, the main ideas outlined in Gifted and Talented Students: Meeting their needs in New Zealand School, are still very much relevant to this sector and it should be used as a reference point for centres and organisations as they adopt tools and strategies to support these children. Highlighted within this document, is that "all students will reveal their abilities differently with different people and in different contexts" (New Zealand Ministry of Education, 2012b, p.33) and continues on to say that “an approach that employs a number of different methods of identification gives insights into many different contexts, recognising that gifts and talents that may not be apparent in the classroom may be more visible on the sports field, at church, on the marae, or at home” (p.44). As such e-portfolios provide an excellent platform for a holistic approach to assessment, which can be used to identify gifted and talented children, ascertain their needs, and provide feedback. In addition to this the New Zealand Ministry of Education (2012b, p.47), states that 'they also allow for a rich variety of student choice in terms of content and preferred ways of learning, as well as encourage higher levels of thinking and reflective practice", thus e-portfolios also provide a means of supporting learning through deeper thinking as well as a way to share in, and celebrate learning with peers and family.
An important point raised by the New Zealand Ministry of Education (2012b, p.25) pertains to the identification of individuals and groups from underserved populations of gifted students, those from cultural minorities including Māori and Pasifika children, and children with multiple exceptionalities. "Culturally diverse and economically disadvantaged students are often under-represented in programmes for the gifted and talented. Schools must make a special effort to identify talented students from these groups". Bevan-Brown (2009, Products, Processes and Performances section, para. 3) says that "an added strength of portfolios is that they enable teachers to assess students' achievement over time", a pertinent point acknowledging the need to look at rate of learning to identify potential and not just looking at the current ability levels which can be affected by a number of other factors external to the child. In reference to these children, the New Zealand Ministry of Education (2012b, p.51) also states that "it is critically important to identify them as early as possible. Attention should focus on Early Childhood Education and on junior school" (New Zealand Ministry of Education, 2012b, p.51). The use of e-portfolios in the early childhood sector would seem to be one plausible approach for responding to these needs.
E-Portfolios as a Culturally Responsive Tool
Any tool or strategy used in a learning centre needs to be culturally inclusive and responsive. Thus educators also need to be familiar with, and underpin their practice, in accordance with Ka Hikitia: Accelerating success 2013-2017 (New Zealand Ministry of Education, 2013b), the Pasifika Plan: 2013-2017 (New Zealand Ministry of Education, 2013c), and the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001). The technology, pedagogy and purposes behind the use of e-portfolios lend themselves to culturally inclusive and responsive practice and support key ideas in each of these strategies.
As identified in Ka Hikitia (New Zealand Ministry of Education, 2013b, p.33) "collaboration between parents, whānau, hapū, iwi, communities and early learning providers is required to lift the quality and responsiveness of early learning for Māori children and their whānau. Providers can then better tailor their provisions to match the identity, language and culture of children and their whānau, hapū, iwi and communities, and create welcoming and supportive environments". These values underpin the bicultural approach to gifted education as outlined by the New Zealand Ministry of Education (2012b) and link with the collaborative approach e-portfolios afford. In addition to this Bevan-Brown (2009, Products, Processes and Performances section, para.3) states that, "as long as the "best performance" samples collected are assessed through an appropriate cultural lens, portfolios are a promising means of identifying gifted Mäori students".
E-portfolios also provide a means of supporting student’s social, emotional, and spiritual well-being. Well-being is significant to all students (New Zealand Education Review Office, 2013), and these are specific areas which require consideration when supporting the needs of gifted students (New Zealand Ministry of Education, 2012b), and which ties in with cultural values. Bevan-Brown (2009, Provision section, para. 13) suggests that e-portfolios “can be effective tools for developing reflective thinking and nurturing emotional and spiritual intelligence"…and that "while all gifted Mäori students should be nurtured and developed, particular attention should be paid to the priority areas…i.e., personal qualities in the affective domain".
Barriers have been identified in relation to the transitioning of gifted students (Gallagher, 2008). Provided that children retain ownership of the e-portfolios and that the platform can be used across learning institutions, e-portfolios can become a useful resource that shifts with children as they progress through the education system, helping to reduce some of these. The need for support to ensure successful transition periods has also been identified by the New Zealand Ministry of Education (2013b, p.24) in Ka Hikitia as critical for Māori students. “Successful transitions in education occur when students develop a strong sense of belonging in the new setting and feel proud and supported in their identity, language and culture. Successful transitions are critical in enabling strong education pathways for Māori students". Transitioning is also a priority outlined in the New Zealand Disability Strategy (New Zealand Ministry of Health, 2001) and thus with respect to gifted education, is highly relevant to students with multiple-exceptionalities. Successful transitioning from early childhood to primary school, with the support of e-portfolios, has been evidenced in the Ministry of Education ePortfolio in Early Childhood Education case studies, by a grandfather who shared that is has “helped to make that transition into school and to see that as a kind of seamless transition as well. It was quite a surprise for me to see that as well, I was really delighted" (New Zealand Ministry of Education, 2014a, tab 3).
E-portfolios are also well aligned with the values identified in the Pasifika Plan (2013-2017). As a child and family centred tool, it is well set to support the learning and well-being of Pasifika children, providing a way to identify, acknowledge and build learning opportunities upon the values of families. In addition to this, if used along-side a community developed list of identifiers for Pasifika Giftedness and Talent, it supports a culturally inclusive approach to identifying gifted Pasifika. This is particularly significant as “…researchers conclude that Pasifika students have been under-represented in programmes for gifted and talented students...One approach is to work with parents, families, communities, and gifted and talented students themselves to explore broader concepts of giftedness and talent, while at the same time developing understandings of the multi-ethnic diversity of Pasifika peoples" (New Zealand Ministry of Education, 2012b, p.26).
Appropriate use of this tool has the potential to assist in meeting the three goals directly relating to early childhood which have been articulated in the Pasifika Plan 2013-2017 (New Zealand Ministry of Education, 2013c). These are that: Pasifika children start school well prepared for education success; all Pasifika parents, families and communities understand and value the importance of early learning; Early Childhood Education (ECE) services are culturally intelligent and effectively engage Pasifika children, parents, families and communities.
Children with Multi-exceptionalities
Children with multi-exceptionalities are those who demonstrate the characteristics of giftedness and talent as well as having a learning disability or a physical, neurological, sensory and/or psychological disorder or impairment. A study conducted by Wright and Borland (1993) exhibits the potential for portfolios to help identify significant discrepancies in a child's abilities for early detection of, and early responses to, other exceptionalities. This suggestion is supported by Kuo, Maker, Su and Hu (2010, p.369) who state that "portfolio assessment was particularly suitable for identifying children with cultural diversity, social and economically disadvantaged status, and twice exceptional children". In relation to key New Zealand documentation, the use of e-portfolios supports a number of priorities as outlined in The New Zealand Disability Strategy (New Zealand Ministry of Health, 2001) including ensuring equitable access to the resources available to meet individual needs, a mode of communication with other children with impairments, increased support through transitions, increased opportunity for student’s voice and opportunities for choice, and greater family involvement. See the ‘Looking Ahead’ section for further information specific to supporting children with multiple exceptionalities.
Implementation
Early childhood centres and organisations (which may include management, team leaders and teachers), the children receiving the educational care, and their families, are all involved in the implementation process of e-portfolios at various stages. While the people involved in the planning and implementation process may vary slightly between Centre settings, as might their role, the implementation process will remain similar for all.
Introducing e-portfolios to a Centre
Ensuring that the centre pedagogy aligns with the use of e-portfolios is imperative. The Ministry of Education (2009, p.14) has identified that "it is evident in schools where ePortfolios are becoming well established a strong link exists between the ePortfolio and the school’s pedagogical beliefs". In addition to this the Ministry of Education (2009, p.9) has determined that "…the key issue is purpose… What do schools want it to be used for? How does it fit with the school’s pedagogical vision and values? Each school will need to determine answers to these questions relative to their own pedagogical goals prior to proceeding". This includes an understanding by all that the purpose of the e-portfolios is as an integrated tool, not just an add-on.
Wikis, blogs and Learning Management Systems (LMS) are all possible platforms for e-portfolios and the benefits and costs of each need to be weighed up with respect to the centres pedagogy and the purpose for implementing them. Three key features have been identified as being valuable; a platform "that allowed a great deal of flexibility in the authoring of page templates (and allowed embedded rich media), one that made authoring and editing pages very simple and one that provides a granular permissions structure" (Ministry of Education, 2009 p.19). Another important consideration when selecting a platform is determining how accessibility and usability can be ensured for all.
Other key aspects to incorporate in the process of implementation are:
Work closely with your community:
- Ascertain levels of computer access, internet connectivity and usability, establishing feasibility of implementation - provide e-portfolio access for families at the Centre (Ministry of Education's, 2014)
- Develop policies and processes with families
- Make agreements about the ownership of e-portfolios, privacy levels and what access will be available and to whom
- Teach about cyber-safety, netiquette and ways to provide appropriate contributions in the e-portfolios
- Invite and encourage parents/carers and whānau to contribute feedback/artefacts.
- Share out professional development opportunities – teach each other
- Begin roll-out with most enthusiastic staff members – start with a partial role to identify problems
Professional Development and Support
Professional development will be necessary to support a number of areas of implementation in the early stages of the process, however the need for support will lessen considerable once the process has been initiated and any early unforeseen challenges have been ironed out. Initial training and support will be necessary for: the set-up of equipment including any assistive technology; to develop policies and procedures around cyber-safety, privacy and netiquette; how to use the e-portfolios system; and if used, the development of Portfolio Profiles, a report based on e-portfolio contents used to assist in transition phases (Wright and Borland, 1993).
Training may also be required in relation to implementing and using accessible formats which support the diverse needs of students (United Nations Education, Scientific and Cultural Organization, 2010). Teachers may require guidance around how to support students with impairments to develop independence in using e-portfolios. It is important that teachers test the system for usability prior to using it with children at the Centre. Familiarity with the system prior to use with children is important and as such one suggestion is that teachers create their own e-portfolio using the system to begin with. On-going availability of support for equipment and software use will be necessary to ensure the system is used in an enduring fashion.
In addition to this professional develop will be required around the themes of In addition to professional development specific to e-portfolios, some educators may benefit from refresher courses or new learning with regards to gifted education, assessment practice, differentiated practice, and observation methods as these all tie in closely to the use of the e-portfolios. Training may also be required to develop new teaching strategies that the e-portfolio will support, for instance, guiding reflections and critical thinking, and crafting scaffolds for learning through these.
E-portfolios in Action
Teachers facilitate children’s use of e-portfolios, as well as adding artefacts and notes to the e-portfolios as they see relevant. It is imperative that children have opportunities to select items which are most important to them for inclusion. They may choose to include items of their own production or recordings which express their ideas and perspectives, interests, abilities and qualities. “…both the selections and their bases can be quite revealing. They can provide access to the child's desires, needs, and aspirations as well as a link to the child's activities beyond the formal curriculum" (Wright and Borland, 1993, Elements of the Early Childhood Developmental Portfolios, para. 11). Access to add to their e-portfolios at the Centre needs to be fair and equitable for all students and as such systems need to be put in place to guide this. Children also need easy access to e-portfolios at the Centre to interact with them and share them with their peers. Families will also contribute to the e-portfolios and one way to maintain engagement is by sending an email notification to parents to advise them of an update to the contents, with an invitation to provide feedback to their child. For some examples of e-portfolios developed at an Early Childhood level which show various aspects of what has been discussed in this critical appraisal, you may like to take a look at ePortfolios at Early Childhood Education centres (New Zealand Ministry of Education, 2013b), Learning stories using the internet (New Zealand Ministry of Education, 2013a), Educa (2014) and Storypark (2013).
Goals and Outcomes of Practice
Goals and outcomes can be set on a number of levels; Centre-wide, for individuals or groups of children, and for families. The goals and outcomes for the Centre will vary depending on the Centre’s pedagogy and the purpose for implementing the e-portfolios. The goals for individual children and groups of children will also depend on the goals set between the child, parents/peers/ whānau and the teachers. While the goals for families are likely to remain fairly constant.
Centre-wide goals and outcomes will relate to best-practice in gifted education as well assessment practices in Early Childhood Education, while those for individual children will relate more to specific learning needs, and the goals and outcomes for families will primarily relate to culturally response practice, home-school partnerships. For a more comprehensive list of possible goals, outcomes and measures please refer to the file below.
Strengths and Limitations
Strengths of using e-portfolios have the potential to support significant positive outcomes for students, their families and teachers. Some of the more prominent aspects include; providing a valid way to identify gifted students, being an effective tool for both differentiated assessment and practice and as a means of Invitational Education (Purkey and Novak, as cited in Riley, 2014), as well as the participation of families. The value of these is extensive and would seem to far outweigh the challenges.
Some of the challenges and barriers to using e-portfolios which need to be addressed to ensure successful use include, but are not restricted to, ensuring: connection with pedagogy and purpose, appropriate access and usability within the community and at the centre, sufficient time and resources for planning and implementation, promoting and supporting professional development around gifted education and assessment practices. In addition to these, and possibly more difficult to address is the potential lack of interoperability of systems which may restrict the full potential of transitioning support that the e-portfolio could afford.
Looking Ahead – The Next Steps
Supporting Diverse Learners
Accessibility and usability should be an integral part of the philosophy and purpose underpinning the use of any information technology (ICT). The importance of this is highlighted by Warschauer (2003, p.46) who states that "ICT use is a social practice, involving access to physical artefacts, content, skills, and social support… acquisition of ICT access is a matter not only of education but also of power” and continues on to say that "if handled well, these resources can thus serve as a virtual circle that promotes social development and inclusion. If handled poorly, these elements can serve as a vicious cycle of underdevelopment and exclusion" (p.48). To ensure inclusive and equitable opportunities, e-portfolios need to be accessible and usable to children and their teachers, as well as to individuals who are invited to contribute to the e-portfolio.
Language
Internationally many websites, such as blogs and wikis, and software such as Learning Management Systems, are presented in English. Learning and practicing English through the context of using e-portfolios may be seen as positive. Delpit (as cited in Warschauer, 2009, p.32) supports this view with the suggestion that one benefit is the opportunity to"...learn the language and culture of power that are often inaccessible to minority and immigrant students”.
Some users however, may need, or prefer, to access and use information technology in a language other than English. This may be to enable or improve communication pathways, to develop cultural identity and/or to preserve language and culture. While some features of e-portfolios naturally lend themselves to supporting multiple languages, such as videos and audio files, there may be limitations on what language and text formats can be included when writing. In addition to this, full inclusion would mean the option for all text on the screen to be in the language needed or preferred. This is particularly relevant for Kōhanga Reo which require e-portfolios that allow computer education through Māori language and approaches, in alignment with the philosophy behind full immersion centres. While there is a distinct gap in accessibility to ICT tools in language other than English, there are some options worth exploration which include; the Māori-language version of the Windows operating system and Microsoft Office, as well as Google Translate which has an English-Māori option. Further to this, multi-lingual software solutions are used in some countries (Warschauer, 2003). One option specific to e-portfolios in New Zealand is a new feature which has recently been released by Educa (2014) which is a new type of learning story entitled Te Whatu Pōkeka which appears to use te reo Māori in the titles and tabs, however the depth of the language use and any other aspects supporting Māori approaches to assessment are unclear.
Supporting Students with Multiple Exceptionalities
Ensuring accessibility and usability for students who have multiple exceptionalities is also necessary. Assistive Technology may be required to use computers, and in some cases the environment may need to be altered, one example being the introduction of standing desks for students who need to move while thinking (Bright, n.d.). Some computers have in-built features which can help with access and usability in some respects such as"... Google and Microsoft and Apple products where users can turn on a built-in screen reader, magnifier, or speech recognition system without additional adaptive technology" (Oswal, 2013, p.143). In relation to usability, Warschauer (2003, p.89) makes the following recommendations. "A principle requirement is to provide a redundancy of output mechanisms. That is to ensure that all graphical content has a text equivalent (for the blind who can then convert the text to speech); that all audio content has a text equivalent (for the deaf); and that animated graphics can be frozen (for those with attention deficit disorder or learning disabilities). It is also recommended that sites allow users to input via both keyboarding or pointing (e.g., a "submit" button can be designed to also accept the input of the letter s) and that sites use a clear, consistent well-labeled format (to benefit all users and especially those with disabilities)".
Lawton Henry (2005) provides some very interesting reading about accessibility, web design and the implications surrounding this while Oswal (2013) provides a thought provoking list of questions to consider when making decisions about technology which supports students with impairments.
Ensuring Success
This tool brings the child and family front and centre. Being child-led and supported through the engagement of families is a key aspect of the inclusive and holistic nature of this tool. When the child’s learning is guided with careful scaffolding provided by teachers, and nurtured through acceptance, encouragement, and positive feedback from teachers, family and peers, this tool has massive potential to effect positive change for gifted children in the Early Education setting. Wright and Borland (1993, Elements of the Early Childhood Developmental Portfolios, para. 11) express that "...it provides a sense of security, since the choices are the child's ... The resultant sense of respect, safety, and dependability is especially valuable for the children...for whom this may not be a part of everyday life”.
As with any new endeavour, it is important to have a clear understanding of strengths and potential challenges which may impact on the success of implementing a new tool or strategy. These must be weighed up during the early planning stages to decide whether the e-portfolio tool is appropriate and planned for. Access to professional development and support is vital, with on-going to support necessary to maintain successful perpetual use of the tool.
An additional critical component the need to ensure the Centre's pedagogy aligns with the tools use, with clearly articulated purpose. Necessary technology needs to be accessible and usable for all ensuring a fully inclusive approach. It is important that families have the opportunity to be involved in the planning stage, including policy development, as well as through the day to day use of e-portfolios. Both child and parent/whānau/carer engagement must be invited, encouraged and shown to be valued. It is advisable to start implementation with a slow roll out, to be able to effectively respond to both perceived and unforeseen challenges in the early stages.
In order for e-portfolios to be maintained and used in an ongoing fashion, time, professional development and support are all necessary and need to be made available. Importantly, teachers need to see the e-portfolios as a tool that is integrated through all aspects of learning and not just an add-on and it is vital that e-portfolios must be used with a positive, accepting and supportive, culturally responsive approach to provide a safe means of expression and sharing for the child.
Thus with careful consideration and planning, e-portfolios afford a means of identifying young gifted children, assessing and supporting their needs, as well as monitoring effectiveness of gifted programmes within early childhood centres. While time intensive to implement, it would appear that if used and supported appropriately, the benefits of implementing e-portfolios for these purposes, far out-weigh the costs of using this tool.
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New Zealand Ministry of Education. (n.d.b). Te Kete Ipurangi gifted and talented online.
New Zealand Ministry of Health. (2001). The New Zealand disability strategy.
Oswal, S. (2013). Accessible ePortfolios for visually-impaired users: Interfaces, designs, and infrastructures. In K. V. Wills & R. A. Rice (Eds.), ePortfolio performance support systems: Constructing, presenting, and assessing portfolios (pp. 133-154). Fort Collins, Colorado: The WAC Clearinghouse.
Riley, T. (2014). Differentiating learning environments for gifted and talented Learners. Symposium conducted at New Zealand Association for Gifted Children National Conference 2014, Palmerston North, New Zealand.
Storypark. (2013). Your private learning community.
United National Educational, Scientific and Cultural Organization. (2010). Policy Brief: ICT for Inclusion: Reaching more students more effectively.
Warschauer, M. (2009). Electronic literacies: Language, culture and power in online education.
Mahwah, NJ: Lawrence Erlbaum Associates Incorporated Publishers.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge, MA: MIT Press.
William and Mary School of Education Centre for Gifted Education. (2014). Classroom Observation Scales-Revised (COS-R) and Student Observation Scales (SOS).
Wright, L. & Borland, J. (1993). Using early childhood developmental portfolios in the identification and education of young economically disadvantaged, potentially gifted students. Roeper Review, 15(4), 205-210.
This Critical Appraisal was developed as part of my Post Graduate Diploma of Specialist Teaching (Gifted and Talented).