Copyright 2007 by International Reading Association. This material is copyrighted, and any further reproduction or distribution is prohibited without the permission of the copyright owner.
Digital portfolios; Teacher professional development; English education; Electronic portfolios in education; Educational technology; Teachers -- Rating of; Teachers -- Training of;
In this article, the authors describe how they designed their digital portfolios as part of an inquiry-based, teacher research project and represented their own work – as well as that of their students – in these online spaces. They discuss a number of personal and professional concerns that they encountered while engaged in this process, from the ethics of editing students’ work to the online personas the teachers themselves chose to adopt. Issues of audience, purpose, format, and content are framed in discussions of teacher research and portfolio design. Finally, they argue that keeping design-based decisions about how and why to construct a digital portfolio in teachers’ hands can contribute to lasting professional growth and change.
Hicks, Troy; Russo, Anne; Autrey, Tara; Gardner, Rebecca; Kabodian, Aram; Edington, Cathy, 2007, "Rethinking the purposes and processes for designing digital portfolios," Journal of Adolescent & Adult Literacy, 50(6), 450–458.