The largest question that limits implementing any technological activity is access. How much potential time does the student have access to a machine that can perform the technological tasks set before them? This is a difficult first step because the wide range of access among student populations. If there are limited computers in the classroom or school computer lab and there is difficulty in finding a machine to accomplish tasks outside of school, already the electronic portfolio may become more of a burden to a student than a benefit. Understanding the student population and their access is paramount for electronic portfolios, and can shape the purpose of the portfolio itself.
Questions of access at home, previous computer experience, available computer time at school and other concerns should be determined by a simple survey before lessons are planned.
A low access environment is when students can only use the computer during the class time allotted to the individual teacher. All assignments would be expected to be completed during class time because enough students do not have computers at home that can accomplish the tasks assigned. It would be very difficult to implement an electronic portfolio in an educational setting where there are fewer computers than students in the computer lab because introductory tasks must be completed individually and simultaneously. The frequency of lessons or classes dedicated to developing the electronic portfolio should be more than monthly as well. This situation would inherently have students with lower level of computer skills, though well-focused lessons and guidance can develop students’ ability quickly without making it a frustrating experience.
A high access environment would obviously be the optimal setting for implementing an electronic portfolio because the lessons could incorporate out of classroom activities that allow for students to bring their learning outside the classroom and spend more time creatively developing their ideas. This situation has plentiful computers in the school, accessible computers at the home and in the community with high-speed internet, and a deeper technological and computer background among the student population.
There are grey areas to every situation and how those affect the lessons will be determined by the individual educator. The amount of work given to be completed outside the classroom will correspond to the level of access and ultimately shape the activities than will be expected of the students. The important thing is to be flexible with each lesson and keep your expectations in line with experience and access time.
The teachers implementing the electronic portfolio must be well-trained and have strong computer skills to guide the class. The problem solving ability that is necessary when working with computers must be present in the teacher in order to have a good computer experience.
- A very helpful Electronic Planning Portfolio by Helen Barrett
- Another introduction into student portfolios
Any questions, comments, or good links to include: Email brettmuchow@hotmail.com
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