Perceptions of Digital Portfolios

As we began our research into digital portfolios, a dilemma arose. Based on numerous interviews with teachers from a range of schools, and a variety of year levels; there was a school wide misconceptions about what a digital portfolio is and how it can be used in relation to assessment and reporting. The common answer from every teacher interviewed when asked if they used digital portfolios was to “see the prep teachers.” The pattern clearly displayed was that digital portfolios were seen only as a digital showcase portfolio. This was used to only demonstrate the students learning and celebrate achievements at the end of the year.

When questioned deeper on their programming, it arose that many teachers were using digital portfolios such as digital learning portfolios. It was here that we realised the misconception of what a digital portfolio is as they were being used in classrooms, but not acknowledged. This sometimes resulted in them not being used as effectively because key elements were not being implemented.  Teachers not knowing about the framework resulted in them not understanding the benefits and the structure of each of the dimensions in the digital portfolio framework.

Upon reflecting on the overwhelming consensus of the misconception of digital portfolios, a clear need arose to educate teachers and student teachers on the digital portfolio framework. It is by understanding the four different elements of a digital portfolio that teachers will be able to select the correct dimension of the framework to facilitate student success