Technology Project

The use of electronic portfolios in the learning process

Silvia Cárdenas

EDCI 718: Learning Technologies

July 23rd, 2014

Electronic Portfolios 2

Introduction

In the 21st century, technology is becoming more important in society development. Each

day more tools appear and people create them to make our lives less complicated and save time.

For instance, communication through internet is more accurate. People make business and save

money or sources when they use technology tools. One field in which technology is also

important is education. There is more interest of principals, teachers, or other people to increase

technology use in classrooms. Technology in schools could increase communication and

improve learning. However, it would require a great commitment of all the learning community

to have success while using technology tools. Hartnell-Young and Morriss assert that “the 21st

century requires a vision of a learning community where all learners are engaged, where teachers

are learners and learners are teachers” (p. 92).

Teachers and students can take advantage of technology. Teachers can use technology

tools to improve as professionals. On the other hand, students can use technology to learn in an

active way. They could also become aware of the responsibility that involves managing these

tools. In a classroom, teachers could use technology to develop formative or summative

assessment. For instance, according to the Ecuadorian In-service English teaching standards

(2012), English teachers must be able to use technological resources to increase motivation and

develop new teaching and learning techniques. Additionally, teachers must use those techniques

in all the learning process as much as possible. Based on this background, one strategy to assess

students can be portfolios. There are many activities that students can do inside and outside the

classroom and these activities can be stored in a portfolio. This assessment tool would serve both

teachers and students to reflect on learning and teaching processes. Besides, portfolios

development could encourage students to improve their language skills every day.


There are some considerations to keep in mind while developing portfolios. First, as

technology use is increasing, portfolios can be done using a technology tool. Then there are

advantages and disadvantages that teachers and students must understand to apply this strategy in

classrooms. However, it seems that having a good understanding and knowing how to develop,

organize, and manage portfolios would help teachers and students to reach academic goals.

Portfolios could be useful to keep track of students’ improvement and could be used to promote

students to other levels.

The following information is going to help students and teachers to understand more

about electronic portfolios. Portfolios can be used in many fields, however there is an emphasis

in the use of portfolios in teaching practice. There are some recommendations and processes to

develop an electronic portfolio. Besides, portfolios can be developed using some apps that can be

download from the web and apply in classrooms. There are many useful tools that teachers and

students could use, however, it will depend on people who is going to design portfolios to make

a decision and select the best option.

Literature Review

Technology and education

Today, technology is being part of our lives and we need to use technology tools in many

things and places. One of these places where technology use is taking part is in education. Each

day appears many tools on internet that can be applied or adapted to the teaching process.

Teachers need to integrate these tools to help students to interact in the society and find a job in

this new era of technology requirements. West (2012) states that schools need to adapt

technology in their classrooms, but this process is not occurring as fast as technology is

increasing. Students are using technology outside the classrooms and they are able to interact


with others. However, there are limitations to use technology inside the school because it is

expensive or in some schools technology tools are not allowed to use. Then students are not

motivated and educational changes are not visible in this aspect yet. Additionally, Ark (2012)

argues that teachers can prepare students to be productive in professional and productive jobs

where technology is implied and economic problems are evident. Besides, technology students’

access is not equal but everybody have already had some knowledge of it. But, educators are not

being aware of this issue and students’ curiosity about technology is seen as negative.

The importance of integrating technology in classes is evident and teachers must be

prepared to do that. According to Niess, Lee, and Kajder (2008), in the twenty-first century,

people who are preparing to become teachers have to develop a good understanding of

technology. It does not mean that they just need to know basic concepts of technology and use it

to do simple things. It means that teachers must go beyond than writing emails or writing a word

document. They have to keep in mind that technology implies social, ethical, and human

concerns. In this new era, teachers must be aware that they need to know how to engage students

in the learning process while using technology. At the same time, teachers have to be conscious

that there are still many problems to face when trying to use technology is classrooms. Koehler

and Mishra (2008) argue that there are social and institutional issues that teachers have to face

while introducing technology in learning. Teachers have not been trained to engage students in

the learning process using technology tools. Learning differences are also necessary to consider

because not all the tools will be useful in some contexts. Moreover, Niess, Lee, and Kajder

(2008) argue that “with increased technologically access to information, future citizen need to

know how to process that information, how to analyze and use that information, and basically


how to use that information to learn” (p. 12). Management of technological tools and

accountability is important when adapting this tendency in education.

Niess, Lee, and Kajder (2008) argue that teachers have to know about the technological

pedagogical content knowledge (TPCK). They state that it is important to know about subject

matter content, teaching and learning, and technology to understand this model. Subject matter

content refers to teachers’ knowledge about the subject they are going to teach. Teachers must

learn about the subject they are going to teach in the future. Teaching and learning refers to the

teachers’ knowledge about curriculum, techniques, strategies, planning, and all the elements

necessaries to promote the teaching-learning process. Technology knowledge means that

teachers must use technologic tools in their classrooms to promote investigation, communication,

and develop thinking skills. Additionally, the authors state the importance of knowing about the

pedagogical content knowledge based on Shulman concept. It means that teachers must integrate

their knowledge of the subject with teaching and learning strategies or techniques and think how

to apply in the classroom. Finally, the connection of knowledge of content, technology and

teaching and learning techniques gives the technological pedagogical content knowledge

(TPCK). This means that teachers need to think about how to teach the topics using technology.

As technology is being integrated in the teaching- learning process, it is important to

know about the technology standards for teachers. Niess, Lee, and Kajder (2008) state that

“students need to learn basic skills with technologies, learn to use technologies in the search for

solutions to problems, and basically learn to use technologies to learn” (p. 72). The international

Society for Technology in Education (ISTE) presents the technologic standards for students,

teachers, principals, and coaches. In reference to the students’ standards, they use technology to

create and innovate, to look for information and investigate. Students also use technology tools


to communicate and work cooperatively, to be more critical when making decisions and solving

problems. They are digital citizenship that know and understand operations and technology

concepts (ISTE, 2008). Additionally, Niess, Lee, and Kajder (2008) suggest teachers to consider

for each content the corresponding performance indicators and connect with the technology

student standards. However, teachers could think that it is not possible to use technology in all

the lessons, they have to look for the resources and strategies to plan with technology tools.

According to teacher standards, they are always improving their technology knowledge. They are

also aware of the issues of technology like legal and ethical concerns and promotes

responsibility. Teachers work with technology while developing content and teaching-learning

strategies. Additionally, they design authentic assessment using tools they evaluate knowledge,

skills, and attitudes. Finally, teachers shows technology knowledge by working with the learning

community in different situations (ISTE, 2008). Niess, Lee, and Kajder (2008) state that “the

process of planning a lesson that integrates technology involves extensive consideration of the

content and how the technology is involved” (p. 270). For this reason, teachers must consider

research done in this field to understand the impact of technology in education.

Watson (2001) analyzed the role of technology in education in the United Kingdom. He

argues that the use of information and communication technology (ICT) is still a problem in this

country. This country has invested a lot of money in adapting schools with technologic tools and

equipment. However, technology in education is an issue because it implies changing in teaching

practices and teachers are not immerse in this change. Teachers must be part of this technological

model and include in their teaching philosophy. It is necessary to focus on the development of

learning skills using technology and develop new practices rather than developing technologic

skills. There is a lot of information that people can find using technology, but this information


must be used to develop thinking skills like evaluate, analyze, compare, and select the

information according to the purpose of study. Technology must be seen as a tool to improve

learning. When teachers can have a better opportunity to be part of this educational issue, the

ICT will help to improve educational systems. Finally, the author suggests an intervention to

promote educational ideas to be applied using technology. There was a study conducted by Reza,

Keikha, and Yaghoubi (2011) in which they found that the use of information and

communication technology helped students to improve their grades, questioning and research

skills, and they were more motivated.

Internet is accessible for everybody and people can find many products and innovations.

These innovations can be applied in classrooms settings and create a community of learning.

Teachers guide and engagement will help to use those tools in the learning (Ark, 2012). Different

strategies for teaching can be adapted in any subject by using technology tools and providing

new opportunities for students. One of these strategies can be the use of digital portfolios. Before

understanding about electronic portfolios, it is important to know how portfolios can be used in

the learning process.

Portfolios

According to Nichols (2013), portfolios have been used in many activities and they are

useful to collect documents and works. Kilbane and Milman (2003) state that “a portfolio is a

goal-driven, organized collection of artifacts that demonstrates a person’s expansion of

knowledge and skills over time” (p. 4). Portfolios can be used in many professional fields. There

are different types of portfolios. The professional portfolio is a collection of work with

reflections which are going to allow people to present their professional growth. The teaching

portfolios serve people who are involved in education. For instance, teachers can use these kind


of portfolios to reflect on their teaching performance and show their professionalism. There are

many artifacts that teachers can attach in a portfolio. For example, teachers could store students’

records, lesson plans, syllabus, or any other document that they will need in the future (Kilbane

& Milman, 2003). Jones and Shelton (2006) define portfolios as a practice to develop

constructivism theory. Portfolios demonstrate in an organized way activities developed through a

period of time. They also reflect the learning improvement.

Portfolios could be used by teachers and students. It would be used as an assessment tool.

According to Morriss and Hartnell-Young (2007), “a portfolio can include statements of vision

and values that describe and explain beliefs about education, indicate why various activities are

included, and reflect on the outcomes of the activities and what was learned from them” (p. 5).

Additionally, Easley and Mitchell (2003) state that portfolios assessment “is the process that

students go through, from the beginning through to the end of a school year, and from grade to

grade, to learn to self-assess and set goals for the learning (p. 21). Moreover, portfolios help

students to reflect, select, judge, and assess their own products. Sherman (2006) argues that

portfolios can have many roles and one of these roles are assessment and reflection. Portfolios

are used to present works as evidence that students have reached the learning outcomes. This

evidence can represent what students know and teachers can assess them. There are outcomes to

achieve and measure such as content and portfolios will help to evaluate them. Portfolios

development could be adapted to technology. According to Nichols (2013), the use of technology to

build portfolios is increasing and the learning community is understanding the benefits of this strategy.

Electronic portfolios

As technology tools are appearing more interesting and useful today, portfolios can be

designed using technology tools. Hartnell-Young and Morriss (2007) argue that “a digital


portfolio provides powerful evidence that a teacher is not only confident with technology but

becoming multiliterate” (p. 14). Nichols (2013) states that electronic portfolios have a great

impact on education and there are many things that would be impossible to do without

technology. Students are being able to think and learn, share, create and construct their own

knowledge.

Jones and Shelton (2006) assert that portfolios can be designed in printed or electronic

forms. The format will depend on the person who is going to use it and the availability of

resources to manage the portfolio. There are some advantages and disadvantages in these

designs. Print portfolios can be designed using materials that more people are accustomed to and

could be easy to manage. However, these portfolios could be expensive when the owners want to

share the documents and they have to reproduce them. On the other hand, electronic portfolios

could be less expensive because the documents can be shared and there is no need of spending

money in printings. On the contrary, to develop electronic portfolios, it is necessary to manage

technology tools and support will be necessary in any moment. Besides, electronic portfolios can

be web-based and non-web based. Non-web-based portfolios are developed using a computer but

there is no need of internet access. The documents are designed using power point or word and

these products are stored in devices like CDs. Web-based portfolios design will need internet

access to create, view, and share (Jones & Shelton, 2006). Additionally, DiMarco (2006) asserts

that it is important to understand first the meaning of electronic portfolio then web portfolio will

be defined more clearly. According to this author, an electronic portfolio is “a collection of

artifacts, project samples, cases, and focused content presenting the messages and professional

and public appearance of an individual or a company through electronic media” (p. 12). On the

other hand, DiMarco (2006) argues that the web portfolio is “an electronic portfolios that is an


internet delivered, interactive, mass communication used to persuade users” (p. 12). Between

these two ways of developing a portfolio, the author suggests that web portfolios are the best

option because this media format is more accessible, wide, and accurate. It can be designed like a

web site.

Digital portfolios can be used to assess students. Carmean and Christie (2006) state that

electronic portfolios can be a tool to evaluate students in formative or summative form or they

just can serve to document important students’ work. However, an electronic portfolio can be

effective if it has a purpose like showing students’ improvement progress, and success.

Additionally, Penny Light, Chen, and Ittelson (2012) assert that students’ assessment by using

ePortfolios are important because students and teachers can follow the assessment process. The

use of rubrics also helps to reflect on works and students can organize their learning. Besides, the

best works and artifacts are selected by the students and they become more responsible of their

learning. Electronic portfolios can serve students for their assessment process and for other

professionals to show their improvement.

DiMarco (2006) suggests three types of portfolios based on web-based electronic

portfolios. The personal web portfolios can be developed by one person that could be a student.

These portfolios can allow students to present evidence of their learning improvement and

personal growth. This evidence can be projects, papers, or essays that are presented using audio,

video, or images. The teacher web portfolios or electronic teaching portfolio will help teachers to

keep evidence of professional competence. Besides, portfolios can be developed outside or inside

the classroom because they can be created as a platform to provide learning feedback. Finally,

the web portfolios for business are used to present companies and their products or service. Most

of these portfolios will serve to make a profit.


The use of electronic portfolios to support learning is important. Penny Light, Chen, and

Ittelson (2012) argue that implementing electronic portfolios in the learning process requires a

framework and a clear pedagogical purpose. In this framework, there are some considerations

teachers have to keep in mind when developing their own portfolios. Stablishing learning goals

and identifying the audience and learners needs can be the first step in implementing portfolios.

Then the design of learning activities is important because at this point, teachers must know the

strategies that are going to help students to reach the outcomes. Rubrics and guidelines provided

to students about the assessment process is the next step. After that, selecting the tools and

technologies can help students to document the evidence in the ePortfolios. Finally, it is

important to know who is the audience and purpose of portfolio to include the appropriate

evidence.

Additionally, Hartnell-Young and Morris (2007) suggest some elements that a personal

portfolio must contain. One of these elements is stating a vision. An educational vision will help

to have clear goals about teaching or learning. Teachers could use a digital portfolio to express

their conceptions about teaching and their purpose or vision of education. Besides, the authors

state that “access to technology is enabling individuals and groups to implement change in both

the philosophy and practice of teaching” (p. 27). The selection of materials and how to store

them are also important. The materials can be scanned document or images, videos, or audios.

There could be artifacts that require authorization to use and it is necessary to keep in mind this

situation. Additionally, the selection of a correct technology tool can help to store the materials

and find them easily because they must be organized. Finally, a reflection is one of the most

important elements of a portfolio. This reflection helps teachers or students to check their

activities and make changes when necessary (Hartnell-Young & Morriss, 2007). According to


Riedinger (2006), reflection “is a process rather than an end product and may or may not be

graded by the instructor” (p. 92). There are many features that ePortfolios have and a variety of

uses. However, there are some considerations to keep in mind to make the appropriate choice.

Advantages and challenges

Kilbane and Milman (2003) present some advantages of digital portfolios. Teachers and

students can access to the documents in portfolio in an easy way. Moreover, it is going to be

cheap, easy to carry out to anywhere, and teachers can share in an accurate way. Because of the

great amount of formats available online, teaching portfolios can demonstrate teachers’ creativity

and their technology management in teaching. Besides, portfolios can be shared and this can

create cooperative learning and community work. DiMarco (2006) also argues that web

portfolios help individuals to learn about technology and demonstrate capacities and

competences in any field. Additionally, electronic portfolios help students to demonstrate their

skills, abilities, and experience and store all their works using the same technology tool

(Blackburn & Hakel, 2006).

By contrast, there are some challenges that people who are going to use electronic

portfolios have to face. Kilbane and Milman (2003) argue that it is necessary to know how to

develop a portfolio and then have a good knowledge of managing technology tools. One

important tool to develop a portfolio is the computer. Some people could not be able to have a

computer and if they plan to buy, it will be expensive. Portfolios demands time and energy

because it is going to contain certain type of information that requires creativity. If people add

much information, portfolios will not be meaningful, so it is important to have the ability to

select works according to the audience expectations.


When using ePortfolios for assessing students, there could be more challenges to keep in

mind. Carmean and Christie (2006) argue that implementing digital portfolios for assessing

students can bring intellectual and practical challenges. Intellectual issues are the changes that

faculty members should do in the curriculum design understanding that there will be more than

one way of assessing students. Practical challenges refer to the modifications in the assessment

design. Digital portfolios are developed to assess in all the learning process and teachers must

collaborate to help students to assess themselves. Also, the use of information from the web and

forms of evaluating require training. Additionally, students could face some problems such as

taking responsibility of their own learning and reflecting on it. Blackburn and Hakel (2006) state

that students’ self-regulation is important in developing an ePortfolio. Students must learn to

monitor their progress by stating goals at the beginning of the process. These goals will help

students to self-assess themselves and improve or change their work to reach those goals.

Using reflection in the learning process could also represent a challenge. Riedinger

(2006) asserts that students must be aware of what a reflection is. Teachers have to teach

students how to reflect. Some students are more conscious and reflective, while others would

require training and guidance to become insightful or they just reject to do this important work.

Furthermore, some reflections cannot be authentic because students could write what they think

teacher will like to read.

Electronic portfolio management

Before planning to create a digital portfolio, is necessary to analyze all the valuable tools

and then select the best option. Kilbane and Milman (2003) present some guidelines to select the

design tool. The availability and cost is important. There could be tools that are not free and

teachers can be request for a paying to have these tools available. Portfolio user must be aware of


the difficult of the tool and keep in mind that support could be necessary. Platform and programs

must be considered because there could be problems when trying to open files. In other words,

the selection of a manageable and comprehensible tool is important.

Digital portfolios could contain some features that would show them as an example of

constructivism learning theory. Portfolios can include students’ reflections that is one element of

constructivism. Besides, students would demonstrate their creativity and challenge themselves to

improve every day. Students will choose their best works based on their own judgment and then

take control of their own learning process (Jones & Shelton, 2006). According to Riedinger

(2006), reflection is already done in higher education. Through refection, students will evaluate

what and how they are doing their work to reach the final objectives. Moreover, Stevenson

(2006) argues that digital portfolios can be used to develop critical thinking through

collaborative learning. Students would be able to analyze others’ portfolios and provide a

feedback based on their observations and understandings. Teachers must know some

considerations when developing peer review activities. Students must be clear with the purpose

of the activity and have guidelines for the assessment. Providing feedback and teaching students

how to assess peers. Finally, using a technology tool to do this activity would improve

cooperative learning since students can share and provide feedback using their creativity and

available resources like videos or documents.

Tools to create electronic portfolios

Sherman (2006) states that electronic portfolios will help students to reflect on their own

work. Many technology tools used to build a portfolio allow students and teachers to write

comments and they will reflect on each activity. While, Ehrmann (2006) presents some

considerations to keep in mind while implementing electronic portfolios using any type of


software. In the software evaluation, it is necessary to consider the reason for implementing a

digital portfolio in a school. If there are reasons that support this decision, digital portfolios

software would be a wise implantation. Those reasons must be classified according to the needs

of the institution. Moreover, using or not a software for developing portfolios must be analyzed

to understand the implications and select the best option. Establishing a system of measurement

would help to make good investments. Activities must encourage participants to develop the

portfolios and all barriers must be reduced. Finally, all the theories about digital portfolios must

be analyzed to save time and money.

Donston-Miller (2013) asserts that portfolios have been used since years ago and today

this tool is being developed through technology. The author states that “knowing how to use e-

portfolio tools is important as education moves toward project-based learning, the integration of

21st century technology skills and, for K-12, the rigors of the Common Core State Standards. E-

portfolios also are increasingly de rigueur for professionals, especially those looking for a new

position” (p.1). Additionally, portfolios can be developed using blogging platforms, software, or

modules that are available on internet. The author describes these tools briefly. One of these

tools can be pathbrite. This tool allows to improve students grades, prepare projects, and

provides an alternative assessment way. Google sites and WordPress can also help to create a

portfolio. Edublogs is more used than WordPress in schools. It encourages to develop

collaborative work and allows to assess students. Many institutions have created their own

portfolio software and the guidelines according their necessities (Donston-Miller, 2013).

Additionally, Nichols (2013) describes some apps that could be useful in building an

electronic portfolio. Some of these apps can cost some money and the most accessible will be

described. Easy portfolios app allows to create audio video, documents, or pictures. People can


share artifacts from the portfolio through email and these documents can be imported from other

fields too. Evernote is another app for free. Students can take pictures and insert with notes,

record audios and do projects. Voice thread and Wikispaces allow teachers and students to leave

comments and have similar characteristics of Evernote app. Kidblog is designed to work with K-

12 teachers and students. The group can see comments and leave messages. This means that this

app allows to interact and it can be more private because the passwords are protected by parents

or teachers.

Problems and Limitations

After reading about electronic portfolios, there are some limitations that teachers can face

while implementing this tool in Ecuador. First, portfolios are not accepted in many schools as an

assessment tool and it can represent a problem to find the way of grading the portfolios.

Moreover, most of the apps analyzed in this document requires internet connection and the

majority of the classrooms do not have access to internet. If students have homework, they

cannot be able to accomplish it since not all of them have access to internet at home. Besides,

before implementing portfolios as an assessment tool, it is necessary to have a good knowledge

of technology and tools management.

Using ePortfolios to assess students requires to keep in mind some considerations or

elements that could contain the portfolio. One of these elements is a students’ reflection. First,

students must be able to reflect on their learning and this is a process. Students in an Ecuadorian

setting are not used to reflecting because they are still being taught in a traditional school in

many parts. Then teachers do not allow students to take part in the assessment process and digital

portfolios is characterized by self-evaluation. Additionally, digital portfolios require extra time to


update or look for new tools and teachers or students could feel frustrated since they have to

develop other academic activities.

Practical Application

Using portfolios for assessing students in any subject could be an option for formative

and summative assessment. However, portfolios are not considered as summative assessment in

many schools yet. Teachers could try to implement this tool first using portfolios for professional

development then introducing students the use of portfolios in the learning process.

There are many uses of portfolios, but in education, teachers could use portfolios to store

important documents and records from their students and their classes like lesson plans to use in

the future. Moreover, students could use portfolios to show their improvement and reflect on

their own learning. On the top of that, the use of technology to design portfolios could be one

strategy to introduce information and communication technology in the learning process.

Electronic portfolios are becoming more important each day according to the theoretical

framework. There are many options for teachers to encourage students to use technology while

developing portfolios. This new trend can help teachers to do their work more simple and save

time. For instance, in an English class, portfolios could be used to assess the language skills like

speaking, reading, and writing. There are some studies that reflect the efficacy of portfolios in

writing assessment. Tabatabaei and Assefi (2012) found that portfolio assessment technique

improve writing skills and sub-skills like organization and vocabulary. They made a quantitative

study with EFL in Iran and found out that portfolios assessment has a positive impact on learners

who participate in the study. They concluded that portfolios assessment help to get important

information about students’ progress and reduce anxiety in L2. Also, this technique helps


teachers to know students’ growth, make decisions and provide confidence and motivation.

Portfolios are more based on writing skills.

Conclusion

Teachers and students must be aware that technology use requires a deep understanding

because this reflects the changes in this century. There is a huge number of options that internet

presents to people. However, these options must be comprehend deeply to take advantage

especially in education. Technology tools are being adapted in educational settings and educators

are being trained in this field. However, students have more command in these tools. This

suggests that teachers and students need guidelines to understand and use these technology tools.

A good understanding and use of these tools could increase the learning acquisition and at the

same time master technology.

In the learning process, there are many strategies and tools to use. Portfolios are one of

these tools that are becoming more useful especially in assessment process. Digital portfolios are

now being introduced in schools with many suggestions that teachers and students could select.

After reviewing portfolio characteristics and uses in the learning process, it seems that this

assessment strategy could help students and teachers. Students could develop critical thinking

skills because electronic portfolios requires self-assessment and personal reflection. Teachers can

also reflect in their daily activities and make changes when necessary in their instruction.

Besides, using technology tools to develop a portfolio is more helpful because there are more

options to include in the personal portfolio. People can develop their creativity and feel more

motivated with the resources that the internet presents. Additionally, one of the most important

features of these strategy is that information is more organized and can be easy to find. Finally,

these technology tools to develop a portfolio only will be useful when there is a good


understanding of the principal goals of developing a portfolio. First, Knowing how and why to

develop portfolios is important, then selecting the technology tool to develop the portfolio will

be the complement to achieve the goals.


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