MY FIRST STEPS AT ELECTRONIC PORTFOLIOS – SOME THOUGHTS:

M. Paulo Santos

In recent years the Internet has become the information source for the twenty-first century. Knowledge in how to employ, work and collaborate in the virtual web of information and resources available on the Internet is a necessary learning skill today. Therefore, I think that Internet learning is a basic for teachers and pupils who want to keep updated with the new methods of teaching/learning process.

Bearing this in mind, it quickly occurred to me that I had to use this resource to motivate and keep on stimulating my 9Z class (vocational training - computing course for troublesome /slow learners) towards better learning and improved behaviour.

Since they had already gained some experience in information technology during their computing classes, I started off with a small project work that had as main target the topic ‘personal Information’. The pupils were asked to construct a homepage of their own, which they did with perseverance, enjoyment and with some degree of willingness.

During this workshop training on Portfolios for second-language learners, I rejected the idea that pupils’ portfolios were an asset to them and to their learning process. I took for granted that good workbook supervision on my part would be quite enough to keep learners organised and aware of such things as neatness, language improvement processes, personal development over a specific time period, etc.

To some extent I still think so. Nevertheless, with some persuasion and after a rewarding speaking session at some stage in the workshop, I came to the conclusion that what I had already indulged with my pupils, was no more and no less, than the beginning of an electronic portfolio. I immediately grabbed the thought and began speaking to my pupils about portfolios the next day!

Not only did I become conscious that my pupils were demonstrating how and what they were learning, but that electronic portfolios could be a very practical assessment tool. Pupils could also gain valuable language and computer skills while creating or editing parts of their own electronic portfolios. Solidarity between them was also encouraged. The pupils who were more used to technology and had little problem manipulating software had also helped others to reach their goals.

Today I believe that portfolios have their share within the classroom, and providing that teachers have access to technology, this resource can be a powerful tool in implementing portfolios in a more inspiring and why not, sophisticated way.