Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

Abstract

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils' learning, acted as a medium to involve parents, promoted pupils' self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland

“…Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking’ (6). It is possible to argue therefore, based on this emerging understanding of the potential offered by emerging technologies, that ePortfolios ‘go beyond the limits of paper-based portfolios’ (Theodosiadou and Konstantinidis, 2015, 18) and can be seen as reforming portfolios in order ‘to enrich students’ learning experience’ (DES, 2008, 2). Similarly, while also recognising the increasing use of cloud storage and dynamic workspaces that allow users to share and simultaneously collaborate on digital content, EUfolio (2015a) offers a contemporary definition of an ePortfolio as a tool that allows students to store, reflect upon and showcase their work.ePortfolios are student-owned, dynamic digital workspaces wherein students can capture their learning and their ideas, access their collection of work, reflect on their learning, share it, set goals, seek feedback and showcase their learning and achievements.…”

Electronic Portfolio Management System (EPMS) in Saudi Technical and Vocational Training Corporation (TVTC) Sector: A Conceptual Framework

“…Abdul-Aziz [38] referred to e-portfolio as a systematic collection of the student's work that relates to content-based topics generated by the learner under the teacher's supervision. Meanwhile, Theodosiadou and Konstantinidis [39] described e-portfolio as a record of the learner's performance, highlighting his work and achievements, and documenting the growth level (naturally, socially, psychologically, academically, skillfully, creatively and culturally). The authors provided concepts demonstrating e-portfolio as a useful operational tool, specifically an evaluation tool that is learner-developed to assist in assessing and valuing individual work during the learning process, in order to meet the requirements of a knowledge-based society.…”

Developing an E-Portfolio Model for Malaysian Skills Certification

“…This clearly demonstrates that E-portfolio has a strong relationship with competency assessment, in determining the level of knowledge and skills of students. Using E-portfolio, the process of identification, documentation and assessment of learning based on previous experience to determine the level of individual achievement can be done more easily (Halligan, Theodosiadou & Konstantinidis, 2015). Hence, Ku & Chang (2011) believe that E-portfolio is suitable for learning platform and learning management system.…”

“…E-portfolio is used to store information in digital form and is accessible regardless of place and time (Dimarco, 2006;Ku & Chang, 2011;Montgomery & Wiley, 2008;Rezgui et al, 2017;Stefani et al, 2007). E-portfolio is a collection of digital, interactive, structured and systematic artefacts to monitor student's knowledge or skills and easier to use in publishing information online (Bullock & Hawk 2005;Handa et al, 2011;Kilbane & Milman, 2005;Theodosiadou & Konstantinidis, 2015;Young & Morriss, 2007). According to Batson (2002) E-portfolio is used in education to: (i) record learning outcomes, (ii) design learning, (iii) record evidence, and (iv) assess learning.…”