Genea Ciara B.

Feliciano BSED-2
Technology for Teaching and Learning 1

Lesson 3: Creating ePortfolio as a Technology Tool

Lesson Outcomes:
At the end of this lesson, students will be able to:
1. Explore the use of a platform such as google site;
2. Construct an ePortfolio to document learning.

In the 21st century instruction where independent learning is encouraged, the documentation of a personal learning
journey is a must. Such documentation can help the teacher monitor the process and access the product of learning. Doing this
requires proper organization through a portfolio.

 Learning Portfolio - is a collection of student work that exhibits students’ effort, progress, achievements and competencies
gained during the course.
 ePortfolio or Digital Portfolio - This can be used as a digital archive that can contain the same materials as a physical
porfolio but can have more such as multimedia productions, relevant online links or references, powerpoint presentations
and other ICT materials.
 The ePortfolio can be private or can be published and shared publicly to stakeholders like parents and friends.

Why choose ePortfolio?

1. Student ePortfolio’s can evaluate students’ academic progress. They can inform the teacher to adapt and use instructional
strategies when pieces of evidence indicate that they are learning or not.
2. Monitoring students’ progress can be highlighted in a portfolio. It may not only contain finished products but also several
versions on how the students improved their work based on the feedback provided by mentors.
3. Portfolios document students’ learning growth. They actually encourage the students’ sense of accountability for their own
learning process.

Creating an Online Portfolio Using a Site

Steps in Constructing an ePortfolio

1. Enter your email account and look for Sites. If it is the
first time that you have done this, you need to read
the directions.
2. You scroll down and read further until you see the icon
for Sites.
3. When you click it, it will lead you to another section. This
will let you create a site that you can use as an ePortfolio.
4. Consider a good label or a title for your ePortfolio and prepare
the texts, links, multimedia outputs, images or jpeg. files that
you want to upload in the pages of the ePortfolio.

Parts of an ePortfolio
1. Home Page - The first section is the Home or your cover page.
This is the first thing that your readers will see. So you need
to introduce yourself and the objectives of your ePortfolio.

2.Pages - The pages that you can add depend on how you would like
to organize your ePortfolio.
Gibb’s Reflective Cycle Model (1988)

2. Reflections - A major element in a portfolio whether it is online

or not, is the writing of the reflection. It is thinking-aloud,
a way of documenting what they are thinking.
 Gibb’s Reflective Cycle has Six Stages:

 Description. This initial phase is where you are going to describe the activity or the experience to the reader.
 Feelings. At this point, you need to discuss your emotions honestly about the experience but not to forget that this is
part of an academic discourse.
 Evaluation. When evaluating, discuss how well you think the activity went. Recall how you reacted to the task or
situation and how others reacted.
 Analysis. This part of the write up includes your analysis of what worked well and what have facilitated it or what may
have hindered it.
 Conclusion. Now, you can write what you have learned from the experience or what you could have done.
 Action Plan. At the end of your reflection, you write what action you need to take so that you will improve the next
time.

Administrating the ePortfolio

Before publishing your ePortfolio, you can

control who can see your work.

Assessing an ePortfolio

Evaluating an ePortfolio using a rubric, is a consistent application of learning expectations, learning

outcomes or standards. It should tell the students the link between learning or what will be taught
and the assessment or what will be evaluated.

Lesson 4: Technology Collaborative Tools in the Digital World

Lesson Outcomes:
At the end of this lesson, students will be able to:
1. Identify and explore collaborative tools or applications that can be integrated in instruction ;
2. Build a platform or an online account that can be used for a collaborative work.

The learners of this generation are a new kind of breed and it is important that teachers understand how to deal with
them. They seem to thrive in collaborative learning. Creating and producing something are what they prefer to do rather than
become consumers of information inside the classroom.

Technology as a Collaborative Tool

There are a lot of available tools and applications that can be used to work collaboratively with others which include the
following:

1. Skype - is a software application allowing you to do a videoconferencing for free.

2. Wiki- is a software that allows you to create a page or a selection of pages designed
to allow you to post or write, edit or upload a link quickly.

3. Blogging- it is journaling your ideas to which others can react, allowing a thread of
discussion to take place and which can be used online.
Directions when using a Weblog
a. Use weblog with a clear instructional objective.
b. Guidance on what and how to post will be needed.
c. With easy access to information, a major obligation is to teach the students to use multiple sources and to cite
them properly.
d. When writing blogs, you write your reflections but safeguarding yourself is also an important consideration.
e. It may help if you can look for very good examples of blogs.

4.Google Group or Google Form- is an application that can be used in a collaborative

documentation of ideas contributed by members of the team.