PUERTO RICO EDUCATION PROJECT

Puerto Rico Education Project-Case Study

Puerto Rico Education Project-Case Study

THESIS STATEMENT

“The educational system of Puerto Rico evolves to incorporate new approaches and educational strategies at all levels”.

INTRODUCTION

The purpose of this case study was actually listening to the university that was experienced in the Faculty of Education UPRRP during the initial period of implementation of the Porta-e from 2004 until 2006. We explored factors such as attitudes, perceptions, situations and responses that were generated in the process of adopting the Porta-e as a tool of assessment. He justifies this study: at the level of educational administration to develop strategies in implementing educational innovations with technological considerations: the personal dimension, levels of understanding and concerns of teachers in the process of adopting technological innovation in education; identify different ways to implement them, and define the process that must be seen as a practice of professional development within an educational organization. Furthermore, the level of educational administration as an institution of higher education is provided with the following considerations: Decisions process, when and where establish policies that achieve collaboration and collegial relationship to develop the academic community, and provide autonomy decisive consultation, establish channels of communication. We used the case study method that provides more comprehensive evidence (spring, 2005).

DISCUSSION

The Faculty of Education at the University of Puerto Rico, Rio Piedras Campus, provided the space and environment for teachers to develop an educational innovation: the Electronic Portfolio (Porta-e) by developing a proposal. The basic intention was to integrate technology as a method or measure to provide information on the feasibility to adopt, modify and incorporate the holder and as part of the Preparation of Teachers for EF (Huff, 2005).

During the process of implementing the pilot, he joined the Porta-e in EF as one of the main sources of Integrated Model of Authentic Assessment. The process of implementing this innovation realized from 2001 to 2004. As part of the results of the implementation of the Pilot Project Porta-e, the participants of the working group discovered the complexity of the parcel and the challenges they would face in trying to reach goals (Huff, 2005).

During the 2004-2005 academic years as part of the review of the development process and Pilot Holder, established implementation strategies and made recommendations for its development. In addition, the team established plan projections for short and long term continued use of Porta-e in high school, also considered the possibility that the student, upon graduation from the FE, this instrument could be used as a tool in their professional development (Fishman and Harrington, 2007).

In August 2006, during the implementation period, various activities were generated as part of the process, such as meetings and workshops to share ideas and concerns, and guidance on all that goes with the Porta-e. Some teachers and students expressed that the proposed implementation for the Porta-e was not being carried out considering their opinions or recommendations therefore made various claims. This resistance to the process was evident late in the first half of 2006, when still very few students ...