Students can create an ePortfolio using specialized software, or by creating a web site or slide show using digital files. The process of collecting and sorting the files integrates technology into a lesson, whether the assignment is to create something with a computer or to take digital photographs of a project throughout its creation. While sorting through the files, students also need to reflect about their work and how it shows their progress or success.
Collecting and Sorting Assignments With Technology
Creating a digital portfolio requires students to use technology. This can be accomplished by saving work created with computer software. It can also mean working with digital photographs, scanning artwork, or saving audio recording or a video made with a camcorder. The collection process needs to be made a routine so students and teachers remember to collect the work.
Sorting digital assignments would not be a daily occurrence, but should be included as a review or summary activity. Students need to be given direction and guidance while sorting. For example, will they be looking for files that show proficient or advanced scores for school wide learning rubrics, or finding examples of how their skills with sketching objects have improved throughout the semester.
Unlike a traditional portfolio that might become damaged with time, an electronic portfolio can be long lasting and follow the child throughout school. Copies can easily be made, as can backups in case of hard drive failure. When changing schools, whether moving from middle to high school or moving to a new state, the digital portfolio can be electronically sent to the new school and be awaiting the student.
Using ePortfolios to Aid Reflection in the Classroom
The RMC Research Corporation emphasizes the need for students to reflect. Reflection provides students with a process that leads to a better understanding of what they learned and how to apply it while improving their problem solving skills. It also helps students to determine and set personal goals for improvement.
The process of sorting through electronic files and determining which ones to keep in the portfolio aids reflection. When students are provided a direction for their reflection, such as a rubric or set of standards to help determine which items to keep, they are better able to connect the reflection process to their school work. Teachers should be involved in the reflection process by providing feedback concerning student choices and guidance when students need help making decisions.
Collecting, sorting and reflecting are all important activities when students create electronic portfolios. They should each be included as a part of lessons, whether daily, weekly or when reviewing concepts. Collecting and sorting are directly related to integrating technology into lessons, whereas reflection provides a reason and direction for the processes of collecting and sorting and can help students make connections to what they have learned
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