“…There was indeed a community of practice in place, however it was juvenile and had nowhere near reached its full potential (see figure 5.9). While the teachers, parents and whānau had a shared domain (or mutual engagement) -an interest in children's learning through formative assessment and they were part of a community (or joint enterprise) with fledgling relationships being developed around the shared domain, they were not actively engaged together in the practice (or repertoire) of the community (Kerno & Mace, 2010;Kerno, 2008;Lave & Wenger, 1991;Liedka, 1999;Tummons, 2012;Wenger, 1998Wenger, , 2000Wenger et al, 2002). After the introduction of ePortfolios the relationship between the teachers, parents and whānau had become stronger and many were working together on the practice, forming a stronger community of practice (see figure 7.5).…”