Regarding the discussion, who owns the ePortfolio?
I found in the readings interesting aspects to take into account, such as COVA, that describe the possibility for students to choose, own, have a voice, and that it be authentic learning—allowing students to solve real-life problems. Also, teachers must be aware of the expectations and requirements that they do to students, since these learners and students who have the creativity and ideas to build these portfolios model and use ideas as - walk the talk - by UBC (2005). giving an example of a student who raises his concern about how a teacher who does not know how to use a tool can pretend that the student uses it without first receiving a guide and adequate instruction (Groom & Lamb, 2004), about this student opinion I agree with him. Therefore, I consider that definitely who want to teach something must first have clear knowledge and have the fluency in the subject to transmit it appropriately, generating confidence in their students.
Portfolios have three essential aspects one in the external world, where it allows verification, moderation, accreditation, and certification. Another for the apprentice, allowing him to recognize, reflect, and present, and in common, they have both the possibility of planning, validating, assessing, and recording. According to Graham Attwell, this classification is advantageous and exciting, allowing you to clearly understand who uses a portfolio and what part they play in creating it; in this time, technology is growing by leaps and bounds—causing a revolutionary change in classrooms.
Another critical aspect is the students' safety since students are exposed to advertising and unscrupulous people and companies. For this reason, some universities like the University of Mary Washington have helped their students to have more control over their data and digital identity. Promoting that students are subjects of their learning. Definitely, by promoting the use of portfolios, disruptive innovation is being generated.
Nelly Roldan
Comentários