Electronic portfolios are digital collections that allow individuals to showcase their work and achievements. They can contain a variety of media like text, images, videos and links. Unlike physical portfolios, e-portfolios can be edited, shared publicly online, and connected through social media. The key features of e-portfolios are the ability to publish and share content, and for elements to be interconnected through frequent updates in real time. However, the most important part is reflection, as it brings greater depth and connection. The author plans to use e-portfolios to supplement classroom teaching by providing additional educational resources to students online.

1. Final Draft Paper Electronic Portfolios
Matthew Jones
Western Oregon University

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E-portfolios are digital collections of information, often academic in nature. Some things that
can be contained in a portfolio include references, website links, text boxes, media, and other
demonstrations of a person/group/organization’s achievements. What distinguishes an e-portfolio
from a mere collection is the administrator’s ability to edit and filter feedback and access, as well
as the personal touch that they put on things (Lorenzo & Ittleston, 2005, pg. 2). An electronic
portfolio is very similar to a physical one, with the major differences being the ability to add
media, and the ability to share and edit the content on a whim. (Lorenzo & Ittleston, 2005, pg. 2)
The simplest way that I can describe Electronic portfolios is that they are used today to share
content with one another. If someone has something that they are really proud of making, they
put it into a portfolio and add all sorts of academic featurettes, and then they publish it. Once a
portfolio is published, it is open to the public for viewing just like an exhibit at a zoo. Electronic
portfolios can even be used to connect through social media according to Dr. Helen Barrett
(Barrett, TED, 2010).
The electronic portfolio has many features, but some elements are more integral than others.
One of the most important features is the ability for electronic portfolios to be published.
Publishing is another way of saying, sharing your creation with the public. The reason to do this
is to share your portfolio with as many people as possible. Another distinctive necessity of the
electronic portfolio is how connected everything in it is. In a paper portfolio, everything is
categorized and separated, and while things are still categorized in an electronic portfolio,
everything is connected together in a vibrant way. The Introduction on Moodle even describes
this complex connection as “living,” meaning that the author’s frequent updates and edits in real
time, give the portfolio a pulse of vibrancy (Hamlin, 2017, pg. 4). The real heart of an electronic

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portfolio, however, (according to the Introduction) is reflection. Reflection makes every element
of the portfolio more connected and brings a greater sense of depth to it.
When I first started this class I did not have much of an idea as to how I was going to use
electronic portfolios. I knew that they were a very handy tool to have on hand, and thus I took
this class in order to learn how to use that tool. Now that I have taken this class I can see myself
using electronic portfolios as a supplement to my classroom teaching. Somewhere that I can post
all sorts of supplementary information to enrich my students learning process. Personally, I
would not put any vital information the students had to know in order to pass the assessments
onto the portfolio. The reason for this is that there is just no guarantee that the students will look
at the portfolio during their free time, they may have more pressing responsibilities that they
have to attend to at home, or they may not even have digital access unless they are at school.
Some of the supplementary material I might include would be video recordings of my lectures,
history website links, and fun facts.
In this digital age it is important to be tech savvy, because whether we like it or not,
technology is transforming our lives every single day. There seems to be no end to the
acceleration of online invention. In my brief 22-year lifespan I have seen the rise of social media,
portable internet, DVD, Blu-ray, iPod, iTunes, iPhone, Netflix, Google, Kindle, iPad, the list
goes on and on. We live in the Information Age, and it is critical to have an understanding of
how to use technology in teaching. My clinical teacher confirmed with me that by the time his
classrooms full of freshmen are seniors, there will be no more printed books anywhere in the
school he’s teaching at. I confess that I am not thrilled by this revelation, but I cannot change
where the world is going. All I can do is adapt to the needs of my students, and using an E-
Portfolio will be a very handy way to accomplish that.

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References
Lorenzo G. & Ittleston J., (2005), Defining E-Portfolios, An Overview of E-Portfolios, pg. 2
Hamlin W., (2017), Things to Consider, Introduction to Electronic Portfolios, pg. 4
Barrett H., (2010), The Educational Context, Introduction to Electronic Portfolios, pg. 5