Information Technology Reference
In-Depth Information
of the situation became clear when students explained that they were not submitting the
surveys because they did not know how to download or upload files in an electronic learning
environment like WebCT. The process was demonstrated in class, and students began
submitting the surveys. Because this took place too far along in the course to still be
considered a
pre
-course survey, some students did not complete the post-technology
survey for comparison at the end, or simply stated that there was too little difference to
compare. This further limited the use and accuracy of the surveys, because whereas a number
of students finally asked for a demonstration of uploading/downloading on WebCT
specifically so they would be able to complete the survey, only one student indicated that
he/she needed assistance with this type of task on the completed survey — undoubtedly
because they had just learned how!
Although comparison data will probably not be useful in this particular study, the
experience underscores the need to assess basic skill levels at the start of the course when
using electronic learning environments such as WebCT.
Electronic Portfolio
The electronic portfolios allowed students to collect and organize the assignments and
activities completed in the course in an electronic format. Students were reminded that many
schools and businesses now advocate the development of electronic portfolios (for stu-
dents, teachers, or other professional use as well). In addition, as educational technologists
and school library media specialists, they would likely be involved in teaching students how
to create these portfolios. They might also serve as systems operators for a school district
or business and would have to manage or assess portfolios on that network.
The electronic portfolios were expected to contain the following things:
•
A synopsis of and commentary on each of the assignments and various course
activities in which they had participated (e.g., role plays, use of various technologies,
field trips)
•
The results of their pre- and post-technology surveys
•
A reflective essay describing what they found to be the highlights and challenges
presented during the course and an assessment of their personal learning growth
throughout the semester
In this reflective, self-reporting format, students provided insightful analyses of their
experiences and growth during the course. Most of the portfolios were presented online in
the student space on WebCT. Some were also highly interactive and creative as well as
informative. The following example is representative of the types of thoughts students
presented in their reflective essays:
I have learned a great deal during this course in Information Technologies in
Educational Organizations. I appreciate the integration of technology in a
wide variety of settings. They served to develop confidence in my ability to
transfer these skills in different situations. What helped to increase my self-
efficacy were the many guest speakers and practitioners that are currently
experts in the field. The wide variety of topics broadened my perspective of the
continuing use of and need for technological applications in the world today
and in the future. This course has developed [my] ability to synthesize
technologies with educational applications in many contexts.
