This chapter argues that it is essential that ePortfolio development is driven by pedagogical considerations, thus ensuring the effective use of these technologies to support learning. Drawing on experience of implementing ePortfolios in an institutional context, the chapter considers how best to meet the needs of learners within a system of effective eLearning support and emphasises the key role of developing reflective writing skills if the ePortfolio is to be an effective way of learning. Creating and deploying key learning activities that effectively use ePortfolios is now a much greater constraint to the correct use of ePortfolios in learning than the technical design or capabilities of ePortfolio software.

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At the University of Dundee, in the School of Education, Social Work and Community Education, there is a Science, Mathematics and ICT Education research group. The transcript that follows represents a conversation on the topic of literacy implications of technology driven practice. The authors hope the transcript will help situate their rationale for the inclusion of multiple literacy, rather than digital literacy, in the title of this book. In essence they suggest that multiple literacy in science education is the ability to identify, understand, interpret, create, apply, communicate, compute and use technology based resources associated within various science education contexts to achieve goals, develop knowledge, skills and understandings relevant to science information and ideas.

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