Electronic student portfolios: documenting learning in grade 2/3
Date
2003
Authors
de Maere-Hipken, Karen
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002
Abstract
Capturing, documenting, assessing, and highlighting the dynamic nature of learning has
challenged educators for decades. Student portfolios offer flexible and versatile options in
meeting these goals. Rapid advances in technology have permitted and indeed, enticed
educators in the exploration of electronic portfolios. Technology such as computers,
scanners, digital cameras, CD writers, and the World Wide Web have expanded the
possibilities in documenting student growth and learning. My qualitative study focuses on
using electronic portfolios in my grade 2/3 class at Blackie School. Four students were
selected to participate, with equal representation from males, females, grade 2, and grade
3. The participants compiled electronic portfolios to document their learning and growth
throughout the school's second reporting period. The creation of the electronic portfolios
took place over a six-week period in March and April 2001. Data was collected from my
journal, observations, student journals, student surveys, and parent surveys. From the
data, two general conclusions emerged. Firstly, an electronic showcase portfolio or an
electronic component within the traditional paper portfolio, may be more viable options
for Division I (K-3) students. The time and challenges encountered in digitizing the
volumes of paper samples necessary for an electronic process portfolio were enormous.
Secondly, a robust computer network including a fileserver and peripherals are essential,
as is technological support and training for educators. The computer system must be able
to support the daily demands of the general school population in addition to supporting
massive multimedia files created by electronic portfolios. Indeed, technology can be
incorporated into student portfolios, offering new avenues in documenting student learning and growth. However, the extent and role of technology must be examined. This
study revealed that, given the current setting at Blackie School, creating completely
electronic student process portfolios for a full class of Division I students would not be a
viable alternative at this time. This study documents our experiences with creating
electronic student portfolios in grade 2/3. I hope that it will be of some assistance to other
Division I educators in exploring and determining the role of technology in documenting
student learning.
Description
xi, 81 leaves ; 29 cm. --
Keywords
Education, Primary -- Alberta , Portfolios in education