First, I googled How to create an eportfolio. Then I thought, “why didn’t I start sooner!” Since I just created a blog last week, I wish it could just be a blog post. I kept thinking that a blog would be a good place to make an eportfolio since that is the last thing I learned about. But I need to spread my wings, so I looked at WIX, livebinders, and web.com.
I am drawn to WIX because I keep seeing its advertisements. But it costs more money and since I am just becoming familiar with the idea of eportfolios I’ll save the money for all the bells and whistles until I know some more about all the technical stuff. Web.com looked like another version of WIX. Livebinders appeared less complex and easier to navigate. Also, the selling point was the librarian at my school uses livebinders and was able to sit with me and ease my anxiety by walking through it with me.
Reflect on your understanding of “folio thinking.”
I like the idea of a portfolio. I can see how it can be beneficial to have an eportfolio. Portfolios are a place to keep your work so you can present it, collaborate with others, provide evidence of learning and reflect on what you have accomplished. An efolio has benefits over traditional evidence of learning such as grades or papers because they can provide a more rounded example of who you are and what you’re capable of. I would prefer to articulate what I have learned or know than be critiqued by a rigid set of guidelines. At this moment, it sounds more intimidating because I haven’t submitted to this yet. Just about the entirety of my education has been to answer someone’s questions.
Identify technology affordances.
Physical portfolios are more familiar to my way of thinking. I have thought of them more for artistic pursuits and not so much academic. An architect or painter has a folder with examples of their work. I am beginning to see how this is limiting. To share the work with someone I would have to be with them. Using electronic portfolios would allow collaboration with people near and far. Or, you could use it to provide evidence of your process and growth in areas for a job or promotion. I looked at a few different electronic portfolios. I saw that they all had pictures. A picture is worth a thousand words. They had links to different areas such as artifacts, resumes, how to contact the owner. They were pleasant to look at. They were easy to navigate.
Shift context/perspective.
Currently, I teach first grade. I don’t think I would have them create an eportfolio. But, If I had to … I might start with recording them demonstrating a required skill. Day one – count to 120. Then record their progress over a semester or year. Or, reading, have them read a book and record it and answer questions. Then again later as they progress to more advanced levels. (Crap as I write this, I can almost imagine it happening)
Shift context/perspective.
I am not sure I would have my students create their own. I think I could use the same eportfolio tool that I am using. I could premake the tabs that would we would monitor and update throughout the year. I would like to use sight words, reading level, and writing in this portfolio.
Create Something
Example 1 – Students are expected to read the 25 words from the PreK word list and 50 words from the Kinder word list. Then 100 words from the first grade word list. Students map their sight word knowledge over the course of the year. Currently, I have a list of words for students to read from and a page for me to record if they say it right and the date they attempted to read the words. This would be Substitution to record the list digitally. Parents could have access to their students portfolio to view their progress and reference the list for practice. This would be augmenting the classroom practice. Using an integrative approach, I ask students to point out words they know from Kinder and PreK during read alouds, shared reading and guided reading to reinforce learning the words. I make the content of the lists available for students by placing posters of words in the classroom and in the hallway. Students can review the words during transition time or stations.
Example 2 – In math students are expected to create and solve their own story problems. This would lend itself to modification and redefinition. Using the constructivist approach students create their understanding by using their experience to make their story problems. A student could write the story problem about Pokemon. Then make a video using our SeeSaw platform. They could then share it with the class and ask for them to solve it. Then then would bring in the collaborative approach to learning. I would have already provided examples, nonexamples and opportunities for students to practice the content in class. When they create their own story problem and post it on our learning platform, they are using the technology to demonstrate their understanding.
I am still trying to determine which platform I will use to make my own eportfolio. I will continue to explore after posting this.