Chalice Laken McKnight
Lamar University
EDLD 5303: Applying Educational Technology: ePortfolio
November 2025
To the Birdville ISD Leadership Team,
The purpose of this proposal is to introduce an instructional innovation designed to enhance student engagement, organization, and ownership of learning in seventh-grade Texas History at North Oaks Middle School. The proposed change involves integrating a blended learning station-rotation model supported by digital portfolios. This approach will enable students to explore history through technology-enhanced, collaborative, and self-paced experiences while reflecting on their growth in a structured and creative environment.
Many students view history as a list of disconnected facts rather than a living narrative. Students often do not engage in the material. As Christensen, Horn, and Staker (2013) note in Blended: Using Disruptive Innovation to Improve Schools, conventional classrooms often limit personalization by delivering duplicate content in the same way to every learner. A blended model provides opportunities to meet students where they are, fostering engagement and self-direction.
Proposed Solution: Blended Learning and Digital Portfolios
Students will rotate through three stations each class period:
- Teacher-Led Instruction – small-group lessons and targeted intervention.
- Collaborative Workstations – projects, inquiry, and discussion.
- Digital Stations – interactive lessons in Genially, EdPuzzle, or Google Slides.
Throughout each unit, students will curate a digital portfolio using Webador. Their portfolios will include reflections, data from PDSA cycles, and evidence of learning. This system promotes both accountability and creativity while aligning with TEKS objectives (Barrett, 2010).
This proposal is grounded in Disruptive Innovation, which challenges the one-size-fits-all classroom by introducing learner-centered models that begin small and scale over time (Christensen et al., 2013). Caitlin Tucker (2019) emphasizes that blended learning enables teachers to shift from being the "sage on the stage" to the "guide on the side," helping students take greater responsibility for their learning. Research by Garrison and Vaughan (2013) and Trust and Pektas (2018) further supports this approach, noting that blended environments and ePortfolios enhance reflection, digital literacy, and engagement. Reports such as the Horizon Report (2023), KnowledgeWorks Forecast (2023), and ISTE Standards (2022) also highlight how authentic, technology-driven learning experiences prepare students for future success.
Benefits of the Recommended Solution
- Increased Engagement: Interactive tools and flexible pacing foster curiosity, motivation, and deeper understanding.
- Improved Organization: Digital portfolios replace paper spirals with structured documentation.
- Differentiation: Station rotation allows individualized pacing and support for 504, EB, and advanced learners.
- Reflection and Growth: Students evaluate their progress using consistent reflection prompts.
- Future-Ready Skills: Learners build digital communication, collaboration, and self-management skills.
Tucker (2019) reminds educators that technology should enhance good teaching—not replace it. This model honors that principle by strengthening teacher-student relationships while integrating purposeful digital tools. To integrate formal reflection into this design, students' reflections will be an intentional and measurable component of the learning process using the PDSA framework.
Plan: Students set a personal learning goal for each unit.
Do: They document actions and artifacts demonstrating progress.
Study: They analyze results and feedback from the teacher.
Act: They establish the next steps or adjustments for future units.
A reflection checklist will be incorporated into each portfolio entry, encouraging students to identify what they learned, how they demonstrated mastery, and what they wish to improve. Teacher feedback comments: embedded as sticky notes or typed reflections inside the portfolio. Peer review: one student reviews another’s portfolio page using guided prompts.
Implementation and Scaling Plan
The innovation will begin with a pilot unit on the Texas Revolution, allowing for the refinement of logistics and the collection of engagement data.
Phase 1 – Pilot Unit:
Design station lessons, introduce the digital portfolio template, and collect baseline data on engagement and performance.
Phase 2 – Refine and Expand:
Use feedback to improve pacing, technology integration, and reflection activities; expand to two additional units, such as the Republic of Texas and Early Statehood.
Phase 3 – Full-Year Integration:
Adopt the blended model across all units, create reusable templates, and collaborate with colleagues during PLCs to share strategies.
Phase 4 – Campus/District Scaling:
Present outcomes to campus and district leadership, provide professional-learning sessions, and explore vertical alignment opportunities for sixth–eighth-grade history courses.
This phased approach ensures that the innovation is sustainable and adaptable beyond the initial classroom pilot.
Resources Needed
Successful implementation will require:
- Reliable access to student devices and internet connectivity.
- Professional development in blended learning and portfolio assessment.
- Collaborative planning time for lesson design.
- District support for maintaining approved digital platforms such as Google Sites and Genially.
Conclusion
This project extends beyond simply integrating technology—it redefines how students engage, reflect, and demonstrate understanding. By combining blended learning with structured digital portfolios, students will actively participate in their education, cultivating a sense of ownership and pride in their achievements. Implementing this strategy will empower both educators and students, advancing Birdville ISD's commitment to meaningful, student-centered learning.
Sincerely,
Chalice Laken McKnight
7th-Grade Texas History Teacher & Coach
North Oaks Middle School | Birdville ISD
Master's Candidate, Applied Digital Learning – Lamar University
References
Barrett, H. (2010). Balancing the two faces of ePortfolios. Education Review, 16(2), 5–13.
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.
International Society for Technology in Education. (2022). ISTE standards for students and educators. Washington, DC: Author.
KnowledgeWorks. (2023). Forecast 7.0: Navigating the future of learning. Retrieved from https://knowledgeworks.org
Palevich, M., & Honeck, E. (2017). Blended and online learning. Parenting for High Potential, 6(2), 17–21.
The Horizon Report. (2023). EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE.
Trust, T., & Pektas, E. (2018). Using digital portfolios in teacher education. TechTrends, 62(3), 284–293.
Tucker, C. (2019). Balance with blended learning: Partner with your students to reimagine learning and reclaim your life. Thousand Oaks, CA: Corwin Press.