MODULE 3: LESSON 3

CREATING
ePORTFOLIO AS
A TECHNOLOGY
TOOL
 Portfolios are one good means of
keeping things in order.
 A learning portfolio is a collection
of students work that exhibits
students’ effort, progress,
achievements and
competencies gained during the
course.
 ePORTFOLIO
 ePortfolio can be used as a digital
archive that can contain the same
materials as a physical portfolio
but can have more such as
multimedia productions, relevant
online links or references, digital
stories or video blogs, powerpoint
presentations, photographs and
other ICT materials.
 ePORTFOLIO
1. Student ePortfolio can evaluate students’
academic progress. They can inform the
teacher to adapt and use instructional
strategies when pieces of evidence
indicate that they are either learning or
not. In other words the construction of the
ePortfolios should start from the beginning
and should be an ongoing process. They
should not be reviewed only at the end of
the term but navigated around and
provided feedback to let the students
know how they are doing.
 ePORTFOLIO
2. Monitoring students’ progress can be
highlighted in a portfolio. It may not only
contain finished products but also
several versions on how the students
improved their work based on the
feedback provided by mentors.
Moreover, portfolios can actually
determine whether the students have
transferred what they have learned in a
new projects or other domains.
 ePORTFOLIO
3. Portfolios document students’ learning
growth. They actually encourage the
students’ sense of accountability for their
own learning process. This may lead them
to see that the learning process is theirs
and not anybody else’s. This can make
learners reflect from where they have
begun to how far they have developed.
When they make decisions on what or
what not to include, they get engaged in
the process of creating their own voice in
their portfolio.
 Creating an Online
PORTFOLIO Using a Site

Steps in Constructing an ePortfolio

1. Enter your gmail account and
look for Sites. If it is the first time
that you have done this, you
need to read the directions.
2. You scroll down and read further
until you see the icon for Sites.
 Creating an Online
PORTFOLIO Using a Site

Steps in Constructing an ePortfolio

3. When you click it, it will lead you to
another section. This will let you
create a site that you can use as
an ePortfolio.
4. Consider a good label or a title for
your ePortfolio and prepare the
texts, links, multimedia outputs,
images or jpeg files that you want
to upload in the pages of the
ePortfolio.
 Parts of an
ePortfolio
Home Page
 The first section is the Home or your
cover page.
 This is the first think that your readers
will see.
 You need to introduce yourself and
the objectives of your ePortfolio.
(Usually, there are templates
available and each provides
sections).
 You can add personal touches such
 Parts of an
ePortfolio
Pages
 The pages that you can add
depend on how you would like to
organize your ePortfolio.
 Use in documenting the activities
and learning that goes with each
session or lesson.
 Parts of an
ePortfolio
Reflections
 A major element in a portfolio
whether it is online or not.
 It is thinking-aloud, a way of
documenting what they are
thinking.
 Gibb’s Reflective
Cycle Model
Description
This initial phase in writing a
reflection is very simple since you
just need to describe the activity
or the experience to the reader.
You can write a little about the
background on what you are
reflecting about by including
relevant and to-the-point details.
 Gibb’s Reflective
Cycle Model
Feelings
Learners are involved in learning and
an activity or perhaps a lesson can
trigger certain feelings. So at this
point, you can consider and think
about how you feel at that times
when you were doing the activity or
having the experience. You need to
discuss your emotions honestly about
the experience but not to forget that
this is part of an academic discourse.
 Gibb’s Reflective
Cycle Model
Evaluation
When evaluating, discuss how well
you think the activity went. Recall
how you reacted to the task or
situation and how others reacted.
Was the experience a pleasant one
or otherwise? This is also a possible
part where you can perhaps
incorporate related readings of
other author’s principles or theories.
 Gibb’s Reflective
Cycle Model
Analysis
This part of the write up includes
your analysis of what worked well
and what have facilitated it or
what may have hindered it. You
can also discuss related literature
that may have brought about your
experience.
 Gibb’s Reflective
Cycle Model
Conclusion
You can write what you have
learned from the experience or what
you could have done. If your
experience is a good one, you can
probably discuss how it can be
ensured or how you will further
enhance a positive outcome. On the
other hand, if the experience is
frustrating eliciting other negative
feelings, perhaps you can discuss
how those can be avoided in
 Gibb’s Reflective
Cycle Model
Action Plan
At the end of your reflection, you write
what action you need to take so that you
will improve the next time such as consult
an expert for some advice or read a book
that will provide answers to your queries.
You make plans on how you can address
what went wrong so that you can take the
right step to succeed in achieving the
task. If you did well and feel good about
it, then you can plan out how you can
further enhance a good work.
 ePortfolio
Administering the ePortfolio
Before publishing your ePortfolio
for the world to see your work, you
can control who can see your
work. The icon for sharing the site
can be managed by entering the
email address of the person with
whom you want to share it.
 ePortfolio
Assessing an ePortfolio using a
Rubric
Evaluating an ePortfolio using a
rubric, is a consistent application
of learning expectations, learning
outcomes or standards. It should
tell the students the link between
learning or what will be taught
and the assessment or what will be
 MODULE 3: LESSON 4

TECHNOLOGY
COLLABORATIVE
TOOLS IN THE
DIGITAL WORLD
 Technology as a
Collaborative Tool
1.Skype
2.Wiki
3.Blogging
4.Google Group or Google
Form
 MODULE 3: LESSON 5

DIGITAL LITERARY
SKILLS IN THE 21ST
CENTURY
 Digital Literacy

• The 21st century has

redefined digital literacy.
• It has broadened its
perspective to include
other aspects of the 21st
context.
 Digital Literacy

• These literacies include:

1. Cyber Literacy or Digital
Literacy
2. Media Literacy
3. Arts and Creativity
Literacy
4. Financial Literary
5. Multicultural Literacy or
Do you easily locate
relevant resources?
 Digital Literacy

Digital Literacies are the

individual’s capabilities to
be able to effectively and
responsibly function and
perform in a digital
society.
 Digital Literacy

“Digital Literacy” was

coined by Paul Gilster in
1997 and it came from the
discussion of the different
concepts.
 Concepts of
Digital Literacy
a. visual literacy when images and non-verbal
symbols try to capture the knowledge;
b. technological literacy requiring one to be
able to use technology in addressing a
need;
c. computer literacy, which in the 1980s started
to become a household item manipulated
to achieve one’s target; and
d. information literacy which refers to the
finding, evaluating, using and sharing of
information.
 The Digital
Literacies
Media Literacy – is one’s ability to
critically read information or content
and utilize multimedia in creatively
producing communications.
Information Literacy – is locating
information from the web and
interpreting while evaluating its
validity in order that it can be shared.
 The Digital
Literacies
ICT Literacy – is knowing how to select
and use digital devices, applications or
services to accomplish tasks requiring
the use of the internet.
Communications and Collaboration –
are one’s capabilities in being able to
participate in the digital networks in
the teaching and learning context.
 The Digital
Literacies
Identity Management – is being able to
understand how to ensure safety and
security in managing online identity and
foster a positive digital reputation.
Learning Skills – are ways of knowing
how to study and learn in a technology
enriched environment; this is knowing
how to utilize technology in addressing
the need to learn efficiently.
 The Digital
Literacies

Digital Scholarship – is being able to

link and participate in professional
and research practices.
 The 4C’s of 21st
Century Skills
1. Critical Thinking – Finding solutions
to problems
2. Creativity – Thinking outside the
box
3. Collaboration – Working with
others
4. Communication – Conveying
ideas
 Digital Literacy Skills
vs. Digital Literacy
Digital Literacy Skills
 These are required in the wired
world.
 These skills vary texts to images to
multimedia.
 8 Digital
Literacy Skills
1. Coding – is a universal language.
Basic understanding of HTML, CSS
and the like will create a shared
understanding of what can be
done with the web pages.
2. Collaboration – the use of Google
Docs among others allows student
to begin experimenting with
effective online collaborations
 8 Digital
Literacy Skills
3. Cloud software – this is essential part
of document management. The
cloud is used to store everything
from photos to research projects, to
term papers and even music.
4. Word Processing Software – Google,
Microsoft Online Drop Box are
available for storage and
management solutions.
 8 Digital
Literacy Skills
5. Screencasting - is a video recording
using the computer screen, and
usually includes an audio. It is a video
screen capture which is a great way
to share ideas and is easy to use for
novice video creator.
6. Personal Archiving – the concept of
meta-data, tagging, keywords and
categories to make them aware how
are they represented online.
 8 Digital
Literacy Skills
7. Information evaluation – Critical
thinking to weed out fake news is a
crucial 21st century skill. The use of
tools and skills needed to process
information are very much needed.
8. Use of social media – Social media
serves different purposes depending
on the user, the technology and the
need.
 DIGITAL SKILLS DIGITAL LITERACY
1. Sending an email or text 1. Evaluate the appropriate digital channel
for online communication with peers,
teachers and parents
2. Using Microsoft 1. Identify the benefits and drawbacks of
Office/Google each digital tool.
2. Evaluate critically which tool is most
effective for the project at hand.
3. Tweeting, Posting to 1. Navigate the social media safely to
Facebook, Uploading a protect oneself.
Video to Youtube, or 2. Identify hate propaganda and fake
posting a photo to news.
Instagram
4. Researching from the 1. Evaluate the information online.
worldwide web a. Is the site legitimate?
b.Is the author an expert?
c. Is the information current or dated?
d.Is the idea neutral or biased?