1. I actually took a quick break from working on my K-12 principal digital portfolio to read a few favorite blogs. The digital portfolio process is incredibly personal, and I’ve been stretched to not just find my evidence, but to examine how and why those papers/experiences were beneficial. Right now, it’s daunting, but at the end, I think I will have a product to be proud of. Proud not because it will lead to a license, but proud because I have been able to use the portfolio creation process to reflect and grow.

  2. Hello George. This post resonates deeply with me. Learning is both a personal and social endeavor. You are spot on in describing the “road block”. I just returned from a ski trip with my sons. It would be difficult for me to explain the nuances of skiing safely without having learned them myself. My lessons would lack detail, relevance, and credibility. To be skilled at guiding students with information and digital literacies, educators must swim in these waters first. I believe every learner should have a digital portfolio documenting their goals, processes, and progress. Furthermore, when learners share their learning transparently, they are inviting learning relationships, as well as, contributing to the learning of others. My extended response here; http://goo.gl/t4P5ht and here; http://goo.gl/86aW3n
    The road block you describe absolutely has to be removed because it is far more important for students to learn “how” to learn than “what” to learn. Google is taking care of a good portion of the content, it is up to educators to model and explain the “how” of learning in a digitally connected world.

  3. A great piece with lots of great information and ideas. Absolutely, teachers should gain experience about the use of digital portfolios for documenting learning (and the rubrics used to evaluate them). To me, the key is the rubric that enables / encourages user control with no requirements as to project OR portfolio while providing comparison / assessment.

    So it’s more than experience; it’s the discussions among those teachers that will lead to better understanding that will lead to better materials and experience … that will lead to better experiences for the students.

  4. I love the ‘idea’ of a digital portfolio and have really enjoyed following your thoughts on the matter. My only question is what constitutes a ‘digital portfolio’? That is, if you are a teacher and you keep a blog, does that constitute maintaining a digital portfolio. I was particularly intregued with your reference to ‘footprint’. Does this need to be ‘professional’ (i.e. I wear a tie) or can this also include elements of the personal? For example, I am guess you would consider your blog a ‘portfolio’, but you often reflect on life, your dog, family etc … Does a portfolio have to all be about, I did this and that and a bit more of this. I hope that makes sense?

  5. Michael Puddy

    I am all for digital portfolios – real-time student/teacher/parent sharing, true assessment, meaningful self assessment, student owned etc. A very powerful tool to develop life-long learners. My query (and issue) is what if the parent community isn’t ready? We have tried blogs (Kidblog) which were great from the student and teacher end but we found it really difficult to get parents to buy in from their end. Does the portfolio still serve a valid enough purpose to justify the many hours of work from teachers and students if it’s not been scene at home?

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