Digital Portfolios 1

Integrating Digital Portfolios in the Classroom

Caroline E. Cassidy

San Diego State University

Digital Portfolios 2

Abstract

This literature review examines the integration of digital portfolios in schools and how it can

used to support student learning. The following themes will be identified regarding electronic

portfolios: purpose, implementation, advantages and disadvantages. The data collected for this

literature review comes from books and empirical articles and clarifies all the themes mentioned.

Keywords: digital portfolios, electronic portfolios

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Integrating Digital Portfolios in the Classroom

For decades portfolios have been used to showcase collection of work. Portfolios are

defined as a variety of artifacts, documentation, and reflection (Bartholomew & Seitz, 2007). In

schools, educators have used portfolios to display student learning. They serve many different

purposes including student self-assessment and critical thinking of their work, and presentation

and feedback of their work. With major advances in technology, there has been a shift to move

from paper to digital. Electronic portfolios, or e-portfolios, have been used in higher-level

education, but seldom at the primary level. The integration of electronic portfolios at the

elementary school level though not as popular has been used to help students develop student

centered learning opportunities and provide them with multiple opportunities for success.

Electronic portfolios are a digital container capable of uploading and storing visual and

auditory content including text, images, video and sound (Abrami et al., 2008). They are

authentic and represent the uniqueness of a student. There are countless purposes for e-portfolios.

According to Abrami et al. (2008), the three e-portfolios types most often used are process,

showcase and assessment. Process electronic portfolios are defined as purposeful collection of

student work that demonstrates students effort, progress and achievement in different areas.

They are meant to encourage individual improvement, personal growth and development, and a

commitment to life-long learning (Abrami et al., 2008). Showcase portfolios generally exhibit

students best work/accomplishments of the year. These types of portfolios can be used to

improve communication with parents during student-led conferences. Students present their best

works to their parents, showing growth made over the course of the year. Assessment portfolios

are defined as structured and standardized with the content of the curriculum determining what

students select for their portfolio (Abrami et al., 2008). Students have the ability to demonstrate
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mastery of the standards while also showing who they are as learners. These are just three ways

e-portfolios can be used.

The overall purpose of electronic portfolios according to Renwick (2014) is to enhance

and rethink how we help students make progress toward their learning goals. Renwick sees

digital portfolios as not only a form of integrating media into a dynamic compilation of

information, but rather as a students journey toward excellence (Renwick, 2014, p. 137).

Renwick sees three overall purposes of digital portfolios. The first, that of storage, students can

create work and can store it digitally. The next be an active work, collaboration and reflection

space including a blog and feedback from teachers and peers. This type of portfolio cultivates

habits of lifelong learning by promoting reflection on what theyve learned (Renwick, 2014, p.

140). Last a digital portfolio can be used to showcase around a set of learning outcomes, an

achievement documentation system. This is similar to Abarami et. al. purpose of an electronic

portfolio, but he elaborates that one must also identify the access students will have to

technology, the importance of digital literacy and the intended audience. The first step is

identifying the type of technology students will use, for example chrome books, ipads, etc.

Teachers must have prior knowledge using the device used by the students. Next researching the

digital resources students will use. Renwick says its imperative for educators to research and

practice using the digital resource they would like their students to use. Digital literacy is defined

as the ability to use digital technology, communication tools or networks to locate, evaluate, use

and create information (Renwick, 2014, p.150). Renwick emphasizes the need for students must

have practice using the digital tools prior to using them to create their digital portfolios. The

intended audience makes a difference in the overall presentation of the portfolio. The teacher

needs to determine if the intended audiences are classmates, the teacher, parents or all of the
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above. Without researching the accessibility of technology to students and the intended

audience, the portfolios will be disorganized and the outcome of the e-portfolio will not meet the

intended purpose.

Identifying the purpose of the electronic portfolio is the first step in the implementation

of electronic portfolios. After making clear the purpose to students the overall purpose of

electronic process, is the actual development and process of electronic portfolios. The key

components of an electronic portfolio according to Wade, Abarami and Sclater (2005) are

collection, selection, reflection/evaluation and presentation. In the collection stage, students

select artifacts that represent their successes and growth. The teachers Niguidula (2005) states

need to provide opportunities for students to demonstrate mastery of standards through work that

can be digitally displayed. This means that teachers must provide quality assignments where

students need to use critical thinking and problem skills, and be able to collaborate and

communicate ideas in a group setting. The elements of a quality assignment as referenced by

Renwick are similar to that of Wagners (2008) seven survival skills. Those seven survival skills

are critical thinking and problem solving, collaboration and leadership, agility and adaptability,

initiative and entrepreneurship, effective oral and written communication, accessing and

analyzing information, curiosity and imagination (Wagner, 2008). If quality assignments are not

provided to students, they will not be able to show growth that theyve made. It is during this

stage that Renwick (2014) states learning goals should be implemented. He mentions the

importance of letting students know what theyre looking for, and what mastery looks like. This

could be a long term or short term learning goal, depending on what needs to get done.

Selection is where students review and evaluate the artifacts they choose and decide

which artifact best demonstrates their achieved learning goal. When students select their artifact
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it encourages them to be familiar with the purposes, concepts, vocabulary, procedures and

techniques (Wade, Abrami & Sclater, 2005). Students should select a variety of content, with

support from teacher and classmates. This can include print media such as text and pictures,

videos, screencasts, audio recordings, and more (Bartholomew & Seitz, 2007). When students

limit themselves to only one type of media, they arent able to showcase their true voice.

Reflection and evaluation are critical parts of the e-portfolio process. At the reflection

stage, students express their thinking about each piece they use in their portfolio (Wade, Abrami

& Sclater, 2005). Teachers may prompt students with questions in order to help them in self-

reflection as a learner. Abrami & Barrett (2004) suggests when formulating questions to using a

past, present, and future approach. This will fostering deep learning that involves reflection,

intrinsic motivation, story telling, interconnections, and real meaning making (Abrami & Barrett,

2004). Riedinger believes that providing activities where students can practice self-reflection as

it develops a sense of ownership in students, transitions them to more analytical thinking.

According to Riedinger (2006) the e-portfolio opens wide the possibilities for reflections of all

types: in action, before action, after action, in solitude, in consultation with peers, in consultation

with instructors, coaches, and advisers, written, spoken, videotaped, or graphically represented

(p. 93). Examples of reflection include but are not limited to blogging, graphic, or a videotape of

student presenting their reflections. Ahn (2004) states after students have reflected on a piece of

work, that teachers must provide feedback. She refers to the implementation of digital portfolios

at a school at a Rhode Island school she worked at previous. Ahn state, Students were then

encouraged to write about how they felt regarding the assignment, their understanding of the learning

standard, and how they felt they had met the standard in their work. Teachers then logged on to the site
Digital Portfolios 7

and wrote feedback for each student's portfolio (Ahn, 2004). The feedback process was just at important

as the reflection portion. This allows for students continually reflect, understand and learn.

Upon reflecting on chosen pieces, students must then evaluate their work. During the

evaluation stage, students compare their reflections to their pre-set goals and other achievements

and set learning goals for the future. This stage is crucial as it makes students think about their

own thinking. It allows students to see their successes, and in turn gives them confidence going

forward in the future (Bartholomew & Seitz, 2008). It allows students to see the growth theyve

made over the duration of the year, and continues their learning. During this stage, students

should use a rubric to help in the overall evaluation process. This rubric can be made by the

teacher, or created by teacher and students. The rubrics will explain the effectiveness of the

overall value of the digital portfolio. It helps the students understand the overall purpose and

expectation and provides them a guide they can use to help with different aspects of their

portfolio.

Presentation and/or celebration stage are the last part of the e-portfolio process. The

presentation stage is where students share their portfolios to the intended party. This is where the

comments can be made and encourages collaboration and commitment to lifelong learning

(Wade, Abrami & Sclater, 2005). The overall portfolio should address the initial purpose made

by the student and teacher. During this stage, teachers, students, and parents can communicate

and evaluate if the student met the intended outcomes of the electronic portfolios. The evaluation

process can be done during this time. The steps needed in implementing digital portfolios at the

elementary level are necessary for students to succeed in creating their own digital portfolio. It

must be emphasized that the process takes time to implement, and will gradually improve every

year.
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There are many benefits to integrating digital portfolios in the classroom. Wade, Abrami

& Sclater (2005) state that student self-regulation is the greatest benefit to digital portfolios.

When students use portfolios, they assume more responsibility for their learning, better

understand their strengths and limitation, and learn to set goals. According to Abrami et. al.,

EPs are linked to a students ability to self-regulate their learning and to enhance their

meaningful learning of important educational skills and abilities, especially literacy skills

(Abrami et. al, 2008).It allows individuals who are metacognitively, motivationally, and

behaviorally active participants in their own learning (Wade, Abrami & Sclater, 2005). When

regulating themselves, students must use higher order thinking skills in order to create the

learning goals of the electronic portfolio. It involves students in time management, where they

must be aware of the provided time to plan and manage their electronic portfolio. Effort

regulation is the amount of effort they will put forth toward their learning goal; despite any set

backs they must encounter.

Electronic portfolios can be used as an assessment for learning. Whether it is used as a

formative or summative assessment, it is used to seek and interpret evidence to decide where the

learners are in their learning, where they need to go and how best to get there (Riedinger, 2006).

Electronic portfolios can be used as a powerful alternative assessment as it will engage students,

encourage learning improvement and promote self-regulation. In formally assessing the

portfolio, both the teacher and student work together to evaluate the students work, allowing the

student to take ownership of their learning. If used as a summative assessment, students are

assessed using a rubric to evaluate their learning of the year. Whichever form of assessment is

used, it allows access for all learners to show mastery of their learning goals. Traditional

assessments may not be tailored toward every learner, an electronic portfolio allows for an
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abundance of ways to demonstrate achievement. Students who struggle in school are given a

different way to demonstrate their learning. This can lead to self-confidence and achievement

(Riedinger, 2006).

Another benefit to electronic portfolios is increasing students digital literacy. With

technology changing quickly, students must be digitally literate in order to prepare themselves

for the real world. Many students may already be tech savvy, but may require more practice in

developing digital literary skills. Electronic portfolios require students to be digital citizens who

learn to efficiently gather, manipulate, and interpret information is an essential skill in today's

connected world (Bartholomew & Seitz, 2007). They also state that when students have

ownership for posting work, reflecting and commenting in a digital portfolio, they can practice

strong digital literacy skills and find out how to build the right digital footprint (Bartholomew &

Seitz, 2007). Digital literacy will help 21st century learners prepare for the future.

Renwick highlights the engagement and collaboration digital portfolios can bring to

students. With so many stimulating the minds of students, it can be difficult to get students

engaged in an activity. Renwick states that digital portfolio projects are a stimulating activity that

allows learners of all levels to deepen their knowledge on a subject matter or assignment while

maintaining a common ground with their peers (2014). By stimulating students they are more

willing to express individuality, creativity and take ownership of their work. When students are

confident in their work they are more willing to share with others. Due to the accessibility of e-

portfolios, students can share their work to classmates, teachers, parents, and grandparents

whomever they so choose. Feedback can come immediately from whomever they are sharing

with and can help the learner in minutes. To have students engaged and collaborating is essential

to student learning and success both inside and outside the classroom.
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There are many benefits to digital portfolios in the classroom, however there are issues

associated with e-portfolios. Time is one of the biggest issues with e-portfolios, time needed for

both educators and students is imperative for planning, identifying instructional goals,

developing strategies, identifying suitable instructional approaches, conferring with involved

parties, assisting students' generation of portfolios, and evaluating outputs (Renwick, 2014).

Teachers must find time in their daily routine to allow students to work on their e-portfolio. If

they arent provided a set amount of time, students will not be able to develop their electronic

portfolio that meets the needs of their learning targets.

Another drawback to electronic portfolios is accessibility and cost of technology. Schools

must have the necessary equipment in order for students to develop an e-portfolio. This includes

servers that will allow all students access while in the classroom and devices for which the

students will use to create their portfolios. Renwick (2014) stated that in the school he worked at,

teachers preferred students to be one to one with devices. This helped them with scheduling time

for the e-portfolios. Those teachers who were not one to one found it difficult managing time for

all students to use a device in order to organize their digital portfolios. Servers and technological

devices are can be costly, as well as the maintenance and upkeep of those devices to run properly.

Evaluation of digital portfolios is another drawback posed by Riedinger. Riedinger (2006)

states are there is no grading criterion that has been generated to evaluate the quality of

portfolios. A lack of well-defined guidelines and a clear structure and a lack of examples of past

portfolios can lead to teacher, and student confusion and anxiety about the scope, nature and

value of the task (Riedinger, 2006). There have been issues with the difficulty in grading the

portfolios, as the goals and criterion are not often aligned. Students will often focus more on the
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appearance of the portfolio rather than creating quality artifacts that can be used in the digital

portfolio.

Conclusion

The integration of electronic portfolios allows for many educational opportunities for

students. Although many higher-level educations have begun developing e-portfolios, elementary

schools are slowly moving towards a digital approach. It is important that all areas of education

look e-portfolios as it has the potential to support the many different types of learners. Digital

portfolios help students to acquire goal setting, reflective practice, self-regulation, and self-

evaluation skills. It engages and empowers students to take ownership of their learning, in a way

that requires higher order thinking skills. It encourages collaboration among classmates, teachers

and parents, and allows students to showcase their achievements. Accessibility to technology,

cost, time, and evaluative criterion are disadvantages to digital portfolios. Overall, the digital

portfolio can be an effective learning tool that can have long lasting results for students.

References
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Abrami, P. C.; Barrett, H. (2005). Directions for Research and Development on Electronic

Portfolios. Canadian Journal of Learning and Technology, Vol. 31(3).

Abrami, P. C., Savage, R., Wade, A., Hipps, G., & Lopez, M. (2006). Using technology to

assist children learning to read and write. In T. Willoughby & E. Wood

(Eds.) Childrens Learning in a Digital World. Oxford, UK: Blackwell Publishing.

Ahn, J. (2004). Electronic portfolios: Blending technology, accountability & assessment. T H E

Journal. 31(9)

Niguidula, David. (2002). The Digital Portfolio: A Richer Picture of Student

Performance. Oakland, CA: Coalition for Essential Schools.

Renwick, M. (2014). Digital Student Portfolios: A Whole School Approach to Connected

Learning and Continuous Assessment. Virginia Beach, VA: Powerful Learning Press

Riedinger, B. (2006). Mining for Meaning. In A. Jafari & C. Kaufman (Eds.), Handbook of

research on ePortfolios, Hershey PA: Idea Group Reference, pp. 90-101.

Seitz, H., & Bartholomew, C. (2008). Powerful Portfolios for Young Children. Early Childhood

Education Journal, 36(1), 63-68. doi:10.1007/s10643-008-0242-7

Wade, A., Abrami, P.C., & Sclater, J., (2005). An electronic portfolio to support

learning. Canadian Journal of Learning and Technology, Vol. 31(3).

Wagner, T. (2008). The Global Achievement Gap. Philadelphia, PA: Basic Books.