The idea of portfolios has been around for many years, and with the advent of one-on-one technology resources within many schools, a growing number of assignments never see a sheet of paper. Ideas are conceived, topics are researched, and final products are submitted completely online. It seems like a logical next step to ask students to collect evidence of their learning and the meaningful connections that they have made in an ePortfolio. In my opinion, the opportunity to reflect on one’s work is sometimes overlooked as we jump to the next topic in an effort to address curricular requirements and standards. What a wonderful opportunity for self-reflection, ownership, and voice e-Portfolios could offer to students!
Dr. Harapnuik’s post “EPortfolio – The Minimalist Fundamentals of ePortfolios” resonated particularly strongly with me. An ePortfolio’s purpose is not necessarily to impress others. Its focus should be establishing “meaningful connections” and fostering “deeper learning”. Consequently, Dr. Harapnuik encourages ePortfolio users to limit the use of educational terminology. Education should be accessible to everyone, and so should the conversation about how educators are improving their learning environments. Consequently, I will try to remember to “keep it simple” as I continue to share my reflections.
Reference
Harapnuik, D. (n.d.). Eportfolio [Blog post]. Retrieved from It’s about Learning website: http://www.harapnuik.org/?page_id=5973
Growing my Classroom 