The focus of this website is to provide research and resources behind the use of digital portfolios within the classroom. By embracing technology, data collection and growth charting has become an easier way for students, of all ages, to take ownership of their learning. Through the use of digital portfolios students will set personalized, S.M.A.R.T. goals, reflect on their work and self-efficacy, and ultimately take the lead in their learning. By doing so, students will monitor their progress, develop rich learning experiences, and show an increased academic engagement and achievement.
As teachers and schools begin to shift to the mindset of a student-centered classroom, the challenge then lives in how students assume the lead and take ownership of their learning. Technology is an evolving and engaging tool that holds power in that. While a digital portfolio can serve multiple purposes, the focus of this research was to seek out a way for students to take ownership of their learning, set goals, and reflect on their own self-efficacy. In a project by Wall, Higgens, Miller, and Packard (2006), students’ perspectives on digital portfolios were brought to light. "This is an important perspective because it is so closely associated with the underpinning philosophy of the subject" (Wall, Higgens, Miller, and Packard, 2006). Digital portfolios provide valuable evidence of reflection and the development of cognitive talk within the classroom. Digital portfolios develop learners in richer ways, which makes them feel efficacious (Kallick & Zmuda, 2018). Through the process of self-discovery and their own personal voice and reflection, students develop positive attitudes towards learning and towards themselves as learners. Portfolios also provide a digital platform for goal setting. Portfolios can document the activities that the students participate in throughout the learning process in order to reach their goals, which also has a positive influence on their achievement (Dotson, 2016). Overall, through this method students take ownership of their learning which results in cognitive constructivism, personal value and control, and significant academic growth.