A Practical Instruct Design To ensure a well-structured Implementation of ePortfolios in transforming reading comprehension in elementary students, I designed an Instructional Design aligned with the TEKS (Texas Essential Knowledge and Skills), curriculum standards, and technology integration frameworks. This competency-based model prioritizes deep learning, self-reflection, and student ownership of the educational process.
When creating an Implementation phase, ensuring an effective transition within the classroom is essential. Through structured modules, students actively participate in meaningful reading experiences that foster their engagement and self-directed learning. Based on Fink’s Meaningful Learning framework, this project emphasizes active learning, knowledge integration, collaboration, and self-reflection. In this process, the teacher acts as a facilitator, guiding students while allowing them to take control of their learning. Furthermore, the implementation followed a structured schedule that detailed key activities, timelines, and necessary resources, ensuring a smooth and scalable transition to competency-based learning.
To Usability and Reflection of the ePortfolios, this phase sought to gather key feedback through usability testing with second- and third-grade teachers at Santa Fe Elementary. Their participation provided valuable data on accessibility, feasibility, and functionality, allowing for essential adjustments to the instructional design. Teachers implemented the ePortfolios in their classrooms and shared their observations on the level of student engagement and the practical usability of the tool, identifying real-time challenges and opportunities for improvement.
