Developing digital portfolios for childhood education

The aim of the study was to develop, explore and analyze the use of digital portfolios as a multiperspective ecological assessment method in childhood learning environments. The study was an action research project, in which kindergarten and primary school teachers were challenged and encouraged to utilize networking and, in particular, digital portfolios shared on the web to display, assess and develop the pedagogical practices and meaningful experiences in kindergartens and primary schools. It continued a series of action research projects, in which the overall focus has been on exploring the applicability of portfolio assessment in various learning environments and for the needs of diverse learners. The study was based on an ecological approach to technology-enriched childhood environments. The possibilities of the ecological approach as a contextual frame were examined in order to develop an authentic and technology-enriched assessment method for the description and analysis of childhood environments. Ecological framework and systemic thinking were also considered in terms of application for the design and study of virtual environments and for gaining deeper understanding about the interaction between technology and humans in varying contexts. Digital portfolio development combined two related processes, namely the evolvement of capabilities in information and communication technologies (ICT) and portfolio development. Teachers' ICT capabilities were examined as resulting from the respective factors of access, motivation and competence. It was found out that sufficient access to computers, peripherals and information networks is a necessary prerequisite for sustainable digital portfolio development. The findings confirmed that teachers need to have a sound technological basic competence to be able to utilize ICT in their own work. Nevertheless, it became evident that it is more essential to have enthusiasm and an experienced need for experimenting with new things provided by ICT as well as a genuine desire for learning than to have access to the latest applications. The proceeding of the five action research cycles revealed that digital portfolio development requires consideration of several design and implementation issues in addition to the factors of ICT capabilities. Most central issues for the sustainable use and development of portfolios proved to be the definition of purposes for digital portfolios, consideration of the context and meaning of institutional culture, provision of support for teachers, development of user-friendly technological tools, collaboration in the portfolio design and implementation, and reflection on ethical issues. The preliminary cross-case analyses of the digital portfolios constructed during the action research period focus on the meaning of digital portfolios as an assessment method from the teacher perspective, on the ecological approach to the portfolio contents, and on the forms of reflection in digital portfolios. The study also presents three case stories from two kindergartens and one primary school to illuminate the varied ecologies and processes of portfolio development and to identify the main content areas in the display of childhood learning environments.