Researchers, Policies and Educators
Digital Portfolios:
· Provide a mode for teachers to meet the Queensland
Government initiatives outlined in Smart Classrooms, while addressing the
Student ICT Expectations (QSA, 2010).
· Encourage an active engagement in learning through authentic assessment. Students will be: setting and achieving personal goals, relating the content
to their interests, using a mode of delivery that relate to the students and
their real life (Murphy, 1997).
· Have been shown to develop students’ self-esteem through students’ having
high level of control over the task and the content (Barrett, 2000).
· Create a sense of ownership over the task and their learning, resulting in
higher levels of engagement and interest (Woodword, 2000).
· Bring teaching and learning together to ensure that the learners are
accessing the knowledge needed to demonstrate the desired learning
outcomes (Barrett, 2000).
· Allows for the tasks to become student centred and promote cognitive
constructivist learning and group collaboration (McCall, 2002).
· Students are creating digital pieces of work in the classroom including
PowerPoint presentations, word documents and digital pictures. Digital
portfolios create a connection between the content they are learning and the
way that the information is presented. This means that digitally produced
work can be organised and stored digitally.
· Allow students to create pieces of work using technology and modes that
they encounter in their everyday lives. This creates relevance to both the
learner’s content and the technology they use (McCall, 2002).
· Provide opportunity for students to present and express content knowledge
through a digital tool that reflects their learning style, such as images, text,
videos or animation (Cole, 1997).
· Provide students with a structure to organise their learning’s, reflection,
personal growth and outcomes met (Barrett, 2007).
· Provide a mode for teachers to meet the Queensland
Government initiatives outlined in Smart Classrooms, while addressing the
Student ICT Expectations (QSA, 2010).
· Encourage an active engagement in learning through authentic assessment. Students will be: setting and achieving personal goals, relating the content
to their interests, using a mode of delivery that relate to the students and
their real life (Murphy, 1997).
· Have been shown to develop students’ self-esteem through students’ having
high level of control over the task and the content (Barrett, 2000).
· Create a sense of ownership over the task and their learning, resulting in
higher levels of engagement and interest (Woodword, 2000).
· Bring teaching and learning together to ensure that the learners are
accessing the knowledge needed to demonstrate the desired learning
outcomes (Barrett, 2000).
· Allows for the tasks to become student centred and promote cognitive
constructivist learning and group collaboration (McCall, 2002).
· Students are creating digital pieces of work in the classroom including
PowerPoint presentations, word documents and digital pictures. Digital
portfolios create a connection between the content they are learning and the
way that the information is presented. This means that digitally produced
work can be organised and stored digitally.
· Allow students to create pieces of work using technology and modes that
they encounter in their everyday lives. This creates relevance to both the
learner’s content and the technology they use (McCall, 2002).
· Provide opportunity for students to present and express content knowledge
through a digital tool that reflects their learning style, such as images, text,
videos or animation (Cole, 1997).
· Provide students with a structure to organise their learning’s, reflection,
personal growth and outcomes met (Barrett, 2007).
