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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