On Monday 18 November, CIECT in collaboration with the Faculty of Education jointly hosted the first Digital Storytelling and ePortfolio Seminar. This seminar enabled 3rd and 4th year Foundation Phase students to reflect on their preparation and assessment processes as prospective Foundation Phase Educators. The opening address was conducted by Prof Vivienne Lawack who highlighted the importance of student access and success. This Seminar highlighted and showcased different forms of assessment. The design and development of digital stories and ePortfolios for formative and summative purposes, enables us to engage in discussion around re-thinking our assessment practices.
Digital Storytelling Project: Foundation Phase Teacher-Educators
Foundation Phase Education lecturer, Nonhlanhla Shandu-Omukunyi collaborated with the CIECT team to implement a digital storytelling project for the undergraduate students (2nd and 3rd year students during 2018 and 3rd and 4th years in 2019), enrolled in the Language and Education Department. These prospective Foundation Phase Educators were expected to design and develop a digital story. The reflective digital story, focused on the literacy development of a specific student, during the field work practice. They were expected to monitor and track the student development from Gr R to Gr 1, making use of digital story eSkills.
Education: 3rd & 4th Year Foundation Phase students develop and showcase ePortfolios (evidence of Teaching Practicals)
Lecturers Lucinda Du Plooy and Frances Wessels [BEd Foundation Phase] contacted the CIECT team to assist with the design and development of an eAssessment that will showcase the students. The students were expected to develop ePortfolios throughout the year; and present completed ePortfolios (October 2019). Hence, the Seminar was a showcase and reflection of the student progress.
The prospective Educators developed ePortfolios, since 1st year level (2016 and 2017 respectively). The ePortfolio includes evidence of:
- Teaching practical and observations within the field (specific schools);
- Lesson plans and related activities;
- Images reflective of class activities;
- Other digital media components;
- Signed consent forms;
- Self-reflective exercises;
- Teaching Philosophy;
- Professional Development; and
Students also created an interactive eBook, whilst engaged within their classrooms capturing events and topics which was embedded within their ePortfolios.
Affordances of the eTools for Teaching and Learning
This digital story and ePortfolio assessment tasks enabled the prospective educators to develop their critical thinking skills, pedagogical approaches, problem solving; and scaffolding interventions such as listening, speaking, reading and writing skills.