EDLD 5315 - 85/100

In EDLD5315 I was able to learn how I can implement a plan to show other teachers, and administrators how to make An ePortfolio Revolution a reality in their classrooms and schools, troubleshoot when problems arise, and finally help students take ownership of their learning by implementing an ePortfolio into classroom instruction.

EDLD5315

In EDLD 5315, the course’s foundation was built around developing an Action Research Outline to explore innovative practices that drive meaningful change in education. This process required identifying a problem of practice, designing a plan of inquiry, and applying research-based methods to address the issue. My Action Research focused on how implementing ePortfolios for 11th and 12th grade student impacts ownership in graphic arts. Through this structured research process, I learned how to connect theory to practice and use data-driven strategies to enhance both teaching and learning.

Creating my Action Research Outline was the first major step in defining the scope and purpose of my study. The outline helped me clarify my research question and connect it to the broader goal of preparing students with the skills they need for success in the modern world. Tony Wagner’s video, “7 Skills Students Need for Their Future” (2012), reinforced the importance of fostering critical thinking, collaboration, adaptability, and effective communication—skills that ePortfolios naturally promote. Wagner’s insights resonated deeply with my vision of empowering students to take ownership of their learning through digital portfolios that reflect authentic growth over time. His message reminded me that education must evolve beyond content mastery to develop creative problem-solvers who can navigate an ever-changing world (Wagner, 2012).

Following the outline, I developed A Review of the Literature to build a scholarly foundation for my research. This stage required examining existing studies on digital portfolios, student engagement, reflection, and metacognition. Synthesizing this research highlighted how ePortfolios can strengthen students’ sense of purpose and agency. Ellen Galinsky’s “The Seven Essential Life Skills” (2011) video from Big Think Mentor expanded this understanding by emphasizing skills such as focus, perspective-taking, and making connections between ideas—key components of reflective learning that digital portfolios encourage. Her work aligned with my findings that ePortfolios support deeper learning by helping students link personal experiences to academic growth and set goals for continuous improvement (Galinsky, 2011).

The final component of the course was developing a detailed Action Research Plan to outline how data would be collected, analyzed, and shared. My plan spans a full academic year and includes surveys, reflection prompts, rubric evaluations, and interviews to capture both teacher and student experiences. This stage taught me how systematic data collection informs sustainable instructional change. It also helped me plan how to share results with administrators and colleagues to encourage school-wide adoption of ePortfolios. By grounding the plan in real classroom contexts, I learned how research can drive innovation that is both practical and impactful.

Overall, EDLD 5315 strengthened my ability to think critically, analyze evidence, and design solutions that align with 21st-century learning goals. Connecting the ideas from Wagner and Galinsky to my own research reinforced that effective teaching is not only about delivering content—it’s about equipping students with the skills to learn, adapt, and reflect for life. The course challenged me to view action research not as a one-time project but as a continuous process of inquiry and growth that fuels lasting educational transformation.

Reflection

Throughout this course, creating discussion posts and responding to my peers has helped me grow as both an educator and a reflective practitioner. I’ve learned how to develop a well-planned action plan to successfully implement ePortfolios in my classroom and document those results so other teachers can replicate my success. Balancing this coursework with my professional responsibilities—team teaching with a new teacher, sharing lesson plans, managing the on-campus printshop, and training my colleague on its equipment—has strengthened my leadership and time management skills. At the same time, I’ve had to navigate personal challenges, including supporting my mom through short-term memory issues, celebrating my father-in-law’s 80th birthday, and fulfilling church commitments. Despite the demands, this experience has taught me the value of perseverance, reflection, and collaboration in achieving meaningful educational change.

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