Research Plan: ePortfolios in Elementary Education
As educators, our responsibility goes beyond teaching content; it is about empowering students to develop critical skills that prepare them for success in an ever-changing world. In today’s digital age, equipping students with the ability to navigate technology effectively and fostering a sense of ownership over their learning is essential. I feel compelled to focus my action research on integrating ePortfolios in elementary education.
Harapnuik et al. (2018) emphasize that ePortfolios when implemented within the COVA framework (Choice, Ownership, Voice, and Authentic learning), provide students with opportunities to engage deeply in their education. By selecting texts of personal interest, creating comprehension questions, and reflecting on their work, students develop not only critical thinking skills but also intrinsic motivation and autonomy. This aligns to foster lifelong learners capable of adapting to complex challenges.
Eynon and Gambino (2017) highlight that ePortfolios bridge the gap between theoretical knowledge and real-world application, making learning meaningful and relevant. Through reflective practices, students can connect their academic experiences to their personal lives and future goals. This connection enhances their comprehension and critical thinking abilities, which are increasingly vital skills in the 21st century.
Additionally, Yancey (2009) underscores the role of ePortfolios in fostering collaboration, creativity, and critical thinking. Students refine their understanding of texts and broaden their perspectives by engaging in peer feedback and collaborative discussions. These practices improve academic outcomes and cultivate interpersonal and analytical skills.
My research also addresses the challenges that Bagot (2021) and Harapnuik (2021) identified, such as disparities in technological access and the need for comprehensive teacher training. By focusing on these aspects, my action plan seeks to provide sustainable support for educators and ensure that all students benefit from the transformative potential of ePortfolios.
In conclusion, this research is not just about implementing a tool but about reimagining how we engage students in their educational journey. By integrating ePortfolios, I aim to create a dynamic, student-centered learning environment that fosters critical thinking, creativity, and lifelong learning, as Jonassen (1999) and Barrett (2010) advocated. This approach aligns with the best practices highlighted in research and represents a meaningful step toward preparing students for the future.
References
- Bagot, N. (2021). ePortfolios: Tools for learning and assessment [Unpublished manuscript]. Lamar University.
- Barrett, H. C. (2010). Balancing the two faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6–14.
- 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.
- Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory. Routledge.
- Yancey, K. B. (2009). ePortfolios for lifelong learning and assessment. Jossey-Bass.