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Using Digital Portfolios to Enhance Students’ Capacity for Communication about Learning
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Author(s): Brian Kissel (University of North Carolina – Charlotte, USA), S. Michael Putman (University of North Carolina – Charlotte, USA)and Katie Stover (Furman University, USA)
Copyright: 2014
Pages: 17
Source title:
Exploring Technology for Writing and Writing Instruction
Source Author(s)/Editor(s): Kristine E. Pytash (Kent State University, USA)and Richard E. Ferdig (Research Center for Educational Technology - Kent State University, USA)
DOI: 10.4018/978-1-4666-4341-3.ch003
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Abstract
There is a clear consensus that students need to be proficient in the use of digital technologies to help them become knowledgeable participants in an era of global information sharing (International Reading Association, 2009). Acknowledging this, the current study was situated in the belief that writers, when engaged in online composition and the creation of digital portfolios, engage in processes that differ from traditional pencil-paper types of writing. A qualitative approach was utilized to examine student writing samples and reflections over a two-year timeframe as the students transitioned from traditional writing portfolios to those created and maintained digitally on a wiki. The results demonstrated that digital portfolios provide a platform for students to communicate, express their ideas, share their understandings, and collaboratively construct meaning with an authentic audience. Correspondingly, it also demonstrates the necessity of adjusting teaching practices to accommodate for conditions that arise from the unique opportunities presented by the digital environment.
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