Week 5 PLN: Digital Portfolios and the Music Classroom

I went into this week’s readings thinking that my blog would continue the discussion of assessment through software such as Audacity and SmartMusic.  However, the more I read through chapter six, the more ideas I had that would help benefit my students as they progress throughout their education in the public schools and in college.   Digital portfolios stuck out as being an assessment tool that not only can be used in my music classes but through the entire school district. The portfolio is something that my school district requires our seniors to complete and present to administration before graduation.  It is also a tool that universities have used as an assessment piece and can also be beneficial towards job success.  In Mary Brown’s (2015) contribution to Education World online, she cites Helen Barrett, “Portfolios can serve multiple purposes.  They can support learning, play an assessment role, or support employment” (Brown, 2015).

Even though I am familiar with the digital portfolio through our school district, whether it is through the senior project or through the submission of teacher artifacts, I am intrigued about what a digital portfolio is and how it benefits towards student learning.  Brown writes that the portfolio should not be considered a digital scrapbook.  The portfolio, however, requires more critical role of reflection.  According to Bauer (2014), a portfolio is a method of collecting multiple artifacts that demonstrate student achievement covering many standards.  Bauer also cites Miller, Linn, & Gronlund’s 2013 research discussing the multiple benefits of a portfolio where students can reflect on strengths, and weaknesses, take responsibility in setting goals, and as a way to communicate with parents.   

The use of technology is an easy, clean way to organize a portfolio for a student to submit their work to.  While basic Microsoft Office software can be used to create a simple portfolio, a digital portfolio can be accessed anywhere through online wikis, blogs, and websites where the students can share.  In the music room, Bauer writes that students can submit audio or video recordings, scan in written work, link to other sites, and/or submit notate compositions.

As I read about portfolios, I would like to explore the portfolio more as a way for my students to demonstrate their learning throughout the year.  I can see this being used in multiple ways for my students to submit and review work that shows their musical progression in both comprehension and performances. When I first thought of a digital portfolio, I thought of the creation projects with Soundation, MuseScore, and Noteflight.  As I want my students to use creative software, a digital portfolio through Blogspot could be used for students to submit their work.   Bauer also writes that audio can also be placed into a digital portfolio.  I would like to see my students use this to submit audio recordings of their playing assessments as they can reflect throughout the year their progression.  As a student begins to work on their digital portfolio, this can used to help facilitate student-led parent conferences.  I agree with Miller, Linn, and Gronlund that the portfolio “provides a mechanisim for student-centered and student-directed conferences with parents”  (Bauer, 2014, p. 164). 

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music. [E-reader version] New York, NY: Oxford University Press.

Brown, M. (n.d.). Using technology: Electronic portfolios in the K-12 classroom. Retrieved August 05, 2016, from http://www.educationworld.com/a_tech/tech/tech111.shtml