Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

Digitizing Student-Led Portfolios and Conferences Capstone Report

Thao Tran
June 2016
Dr. Townsend
Summer 2016

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

PROCESS
The purpose of the capstone was to enhance and increase technology usage in the
classroom for teachers and students. Students consistently used their new classroom
iPads to upload student projects via the digital portfolio app, Seesaw. An initial meeting
with fifth grade teachers took place to introduce the Seesaw app. During the meeting, the
focus was on the benefits of showing the Seesaw app to store content artifacts and
implement technology projects in the classroom for students to add to their digital
portfolio. Teachers were given a compiled list of effective project-based apps and a quick
overview those apps. After teachers had time to process the new technology initiative, a
follow-up communication took place via email. All fifth grade teachers were on board.
Then, a pre-conference survey to gauge the current technology status was sent to fifth
grade teachers and students via Google Form.
An initial meeting was scheduled with fifth grade students to go over goals and
what was expected during digital, student-led conferences. Throughout the school year,
students are encouraged to select their best work from each subject area to place in a
digital portfolio. These digital portfolios are shared with their families on the student-led
conference day. Throughout the months leading up to the student-led conference day,
classroom visits were conducted and teachers were supported with professional
development during the project length. In preparation for digital, student-led
conferences, parent letters and Remind text messages and were sent to parents informing
them of the upcoming event. Two weeks prior to the student-led conference day,
modeling took place to show teachers how to conduct digital, student-led conferences.
Teachers spent time prior to the conferences practicing with their students. After the

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

student-led conferences were completed, surveys were sent to teachers, students, and
parents on the effectiveness of digitizing student-led conferences.
EVALUATION
Success of the capstone project was determined by the implementation of digital
portfolios and usage of technology. Prior to implementation, a pre-conference survey
was sent out to teachers and students via Google Forms to gauge the current status.
Results shown below demonstrate a variety of usage for classroom iPads ranging from
research, reading books, and collaborating with others. However, a profound 59.6% says
they do not use iPads at all in the classroom possibly because teachers do not know what
to do with the iPads. All fifth grade students responded that they currently keep up with
student portfolios in their classroom. A majority of fifth grade students, 86.9%, stated
that the teacher currently keeps it for them, while the other 13.1% indicated that they
keep up with their own portfolio. This is important because students were not held
responsible for their portfolios and it hindered their personal reflection on growth during
the year. Almost all of fifth graders responded to having participated in student-led
conferences in the past.

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

After the pre-conference survey was conducted, teachers were given opportunities
to share the progress of using digital portfolios in their classrooms during each training
session. These discussions indicated what knowledge teachers gained and insight into
purpose and direction of future training sessions. It was determined that most of the
communication was to take place informally after school or via email because of
conflicting schedules. A written log was also kept at every meeting and discussion.
Teachers were given the timeline and a plan of action on what students need to complete
monthly. Informal observations, such as classroom visits, were done as needed and with
the aid of the Instructional Technology Specialist. Surveys to parents, teachers, and
students were sent out after the digital student-led conferences were completed.

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

The results of the post-conference survey proved to be a success for all involved.
Teachers felt the responsibility of using the iPads for data collection supported the notion
of student-led engagement. While the student-led conferences were generally a success,
there was an incident where a few students did not have enough evidence in their
portfolio to showcase. Some teachers felt that they could have kept a better eye and
checked more frequently on each students portfolios. They suggested giving students a
timeline of checkpoints and what is expected at each checkpoint. Teachers responded
that iPad usage increased only slightly in their classroom not only for portfolio collection,
but students felt more comfortable using it because it was stored in an accessible place in
the classroom. In previous years, iPads that were available had to be shared between
teachers. This year, the school purchased more iPads for the computer lab and students
had the opportunity to also use them there.
In comparison to this years student-led conference versus previous years,
teachers noticed more engagement, enthusiasm, and involvement in all students.
Students were excited to showcase their electronic portfolios to parents. They felt
successful because they were prepared going into student-led conference day. After
training teachers, teachers allowed students to partner up and rehearsed prior to
presenting to their parents. Parents reviewed student-led conference day this year in a
more positive note. They felt more interested this year because their children were
excited about it. Overall, parents felt the monthly texts and email reminders increased
their understanding and comfort about what was going on in their childs classroom.
Parents felt that teachers did a good job communicating with them and wanted them to
attend the student-led conference.

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

The majority of the process went as planned. However, in beginning of the

project, it was intimidating to approach fifth grade teachers about adding another project
to their plate. To lessen the burden on fifth grade teachers, the Instructional Technology
Specialist agreed to help with implementation because she meets with all fifth grade
classes once per week. Classes were already setup on the Seesaw app. The Instructional
Technology Specialist was able to help students initially login into Seesaw using their
Google accounts. There were a few setbacks in the process of implementation. First, it
was difficult to find coverage to meet with fifth grade classes. Thankfully, a lot of the
communication was done via email to fifth grade teachers and the support of the
Instructional Technology Specialist. A week before student-led conference day, fifth
grade teachers started feeling overwhelmed, so an additional meeting was requested to
clear up any questions and resolved minor issues such as logging in through teacher
iPads. Students were having difficulties because they had been using the iPads from the
computer lab with the direction of the Instructional Technology Specialist.
FOLLOW-UP
Follow-up work will continue at beginning of the new school year. Prior to
ending the school year, implementation had started in second grade classes as students
were introduced to how easy and effective it was to use the Seesaw app for collection of
portfolio artifacts. However, implementation was on a much smaller scale in second
grade classes than that of the entire fifth grade. After a successful digital, student-led
conference day, many faculty members were interested in learning more about the
Seesaw app and downloaded it to their iPads. In the next school year, the Portfolio

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

initiative will be introduced during pre-planning and professional development will be

offered to aid teachers; this will allow implementation to begin in the beginning of the
school year.
REFLECTION
In completing the capstone, I learned the importance of integrating technology to
enrich students not only learning, but also self-reflection. Students online portfolios
allowed them to reflect on work done throughout the school year. They will always have
online access to it and can commemorate on their best work. I also encountered a few
teachers who were resistant to change at first. All fifth grade teachers were veteran
teachers and thought I was wasting their time. It reminded me of Knights (2007)
example of how sending email, withdrawing cash from an ATM, and using a cell phone
were all new innovations a decade ago. People were very resistant at these changes, but
once they know it makes their lives easier, they tend to embrace it more. The example
showcased exactly how teachers responded to me being their technology coach. They
were hesitant in the beginning, but later realized that I was there to make their pedagogy
more engaging and effective. They were able to see me as a collaborator rather than
someone who wasted their time.
In researching appropriate technology to meet the needs of the schools vision and
goals, I gained a wealth of knowledge to help me successfully complete my capstone. It
helped me gain knowledge in choosing the best-fit tool to benefit all students. I was able
to introduce a new concept of digitizing portfolios for student led conferences by
inspiring and leading the development and implementation of a shared vision to promote
excellence and support transformational change throughout the school.

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT

The skills I developed were effective communication and collaboration with all
stakeholders involved. I thoughtfully planned professional development sessions with
teachers, who implemented digital portfolios in their classrooms, by effectively
integrating technology into their teaching practices. I collaboratively planned and
assisted them in utilizing technology to improve teaching, learning, and assessment.
The dispositions required of the capstone were understanding of technology,
building trusting relationships with stakeholders, and confidence in my abilities as a
technology facilitator. I met with each classroom and modeled student-led digital
conferences by creating, supporting, and managing effective digital learning
environments. In designing and implementing program evaluations, I was able to
determine the overall effectiveness of professional learning on deepening teacher content
knowledge, improving teacher pedagogical skills, and increasing student learning with
post-conference surveys and reflection.
In the future, I suggest implementing a similar project in your own grade level. It
was very difficult to manage it in another grade level because of scheduling conflicts.
The reason why it was implemented in fifth grade because administrators felt that fifth
graders had the most experience with student-led conferences and they can be
independent in collecting artifacts digitally. I found this to be false as I tested it out on a
smaller scale for my own classroom. Second grade students were able to independently
scan their own artifacts. With the help of me sitting next to them and their parents to
guide and prompt them during student-led conference day, the process was a success. I
hope to start strong in the new school year by introducing it from the beginning. I want
to have the class already setup on Seesaw, go over rules for using, and set out a time

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT
frame of what types of artifacts are expected to be due in their digital portfolios. This
capstone was an overall success and I am excited that more of the faculty will be on
board with the initiative in the upcoming school year.

Running head: DIGITIZING STUDENT-LED PORTFOLIOS AND

CONFERENCES CAPSTONE REPORT
References
ISTE (2016). ISTE Standards. Retrieved from
http://www.iste.org/standards/istestandards.
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Thousand Oaks, CA: Corwin Press.

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