Integrating digital tools into education offers an opportunity to transform learning and prepare students to face the challenges of the 21st century. This presentation focuses on using ePortfolios as an innovative strategy to improve reading comprehension, critical thinking, and creativity in elementary school students. This approach aims to promote a more autonomous, meaningful, and student-centered learning experience (Harapnuik et al., 2018).
The starting point for this research is the Action Research Outline, which establishes the conceptual and methodological framework for exploring the impact of ePortfolios in the classroom. This document outlines key questions, such as how these digital tools can foster critical and creative skills in students while proposing a mixed-methods approach. According to Creswell and Plano Clark (2018), this methodology enables the collection of quantitative and qualitative data to provide a comprehensive view of ePortfolios’ impact on learning.
The literature review expands the theoretical analysis, exploring the foundations for using ePortfolios in educational contexts. This review highlights the COVA framework, which promotes choice, ownership, voice, and authentic learning, allowing students to connect academic content with real-world applications (Harapnuik et al., 2018). It also addresses challenges such as unequal access to technology (Bagot, 2021; Harapnuik, 2021) and teacher training (Blum, 2020; Miller & Morgaine, 2009). The review identifies practical strategies to overcome these barriers, such as investing in technological infrastructure and providing continuous professional development for educators.
Building on this foundation, the Action Research Plan provides a practical approach to bring this proposal to life. This plan outlines the implementation phases, from initial preparation to full curricular integration. It also describes data collection methods, including surveys, interviews, and classroom observations, to evaluate the impact of ePortfolios on developing key skills. According to Mertler (2019), action research is a powerful tool for educators to improve their practices by continuously reflecting and analyzing outcomes.
Together, these components form a comprehensive strategy to transform classroom digital instruction. From conceptualization to implementation, this proposal is based on a cohesive approach that combines theory and practice, connecting each element into a straightforward and action-oriented narrative. This research is not just about introducing a technological tool but redefining how students interact with learning, empowering them to take an active role in their academic and personal development.
Evaluating tools like ePortfolios allows us to consider the potential of technology to enrich the educational experience. As Eynon and Gambino (2017) argue, these tools promote reflection and deep learning and prepare students to face the challenges of a dynamic world. This research aims to lay the groundwork for more effective, authentic, and transformative digital instruction capable of preparing students for a future full of opportunities.
References
- Bagot, N. (2021). ePortfolios: Tools for learning and assessment [Unpublished manuscript]. Lamar University.
- Blum, S. D. (2020). Ungrading: Why rating students undermines learning (and what to do instead). West Virginia University Press.
- Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
- Eynon, B., & Gambino, L. M. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing.
- Harapnuik, D. (2021). ePortfolio: It’s about learning. Retrieved from https://www.harapnuik.org/?page_id=5973
- Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Choice, ownership, and voice through authentic learning (COVA). Creative Commons License.
- Mertler, C. A. (2019). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.
- Miller, R., & Morgaine, W. (2009). The benefits of ePortfolios for students and faculty in their own words. Peer Review, 11(1), 8.