EPortfolio

Are ePortfolios the only form? No, of course not!

While Hawisher and Selfe (1997) see the electronic portfolio as linking portfolio assessment and computers in the classroom, electronic portfolios are not substantially different from hardcopy portfolios in terms of association with the pedagogical implications of computer accessible classrooms except that they must be compiled digitally rather than manually. Utilizing an electronic portfolio is not the only way to bring portfolio assessment and teaching with technology to a harmonious balance.		Portfolio Contents Home The Background Guiding Questions Portfolios, Technologies, and the Composition Classroom Why Portfolios? Outlining Multimodal Composition The Cs Enhanced Writing Parallel Educational Tools First Parallel Second Parallel Third Parallel Fourth Parallel New Directions: Into Infinity (Expanding Ideas) Tangent Line 1 Tangent Line 2 Tangent Line 3 Final Reflections References
How do we get from technology to portfolio, regardless of what portfolio type is used?

In order to identify consistent and inconsistent trends between portfolio assessment and multimodal composition practices, I demonstrate a theoretical rationale for portfolio assessment and a theoretical rationale for the place of multimodal writing in a composition classroom.

I identify theoretical rationales for using these two teaching and assessing techniques in order to demonstrate how portfolios and multimodal composition are parallel pedagogical tools with perpendicular and tangential offshoots that intersect with and lead towards new models of classroom spaces, benefitting both students and teachers.