Documento de apoio e suporte à apresentação da comunicação "Analysing ICT Tools For The Portfolios Educational Goals", no âmbito do Seminário "Digital Portfolio... a voyage of knowledge"que decorreu em Helsínquia entre os dias 22 e 24 de Maio de 2008.

1. Fernando Albuquerque Costa
Elisabete Cruz
Universidade de Lisboa, PT
Analysing ICT Tools for the Portfolios
Educational Goals
Fernando Albuquerque Costa
ulfpcost@fpce.ul.pt
Elisabete Cruz
elcruz@sapo.pt
Universidade de Lisboa, PT
May, 23, 2008 Helsinki digiFolio - Digital Portfolio as a strategy for teachers‘ professional development

2. Content
1. Starting point
2. Objectives
3. Strategy
4. Identification of portfolios goals
5. Categories of analysis
6. Organization of the analysis system
7. One example

3. 1. Starting point
There are several proposals for the characterization and classification of
ICT; however, most of them are not directly based upon pedagogical
features, that is on what one can do and what can be done in
educational contexts.
As it is referred by Laurillard (1993), it is a rather difficult task especially
if we consider that this classification may be of any help for the teacher
and based upon pedagogical and didactic aspects, providing real and
detailed information about the possibilities of an educational use, on
what conditions, etc.

4. 2. Objectives
1. To present an analysis grid of the educational potentialities
of today available technologies namely those which could be
used for portfolio goals.
2. To contribute to the discussion of some essential aspects
related to the use of technology in the preparation of
electronic portfolios in an educational context.

5. 3. Strategy
Identification of Organization of
Categories of the analysis Example
portfolios goals analysis
system

6. 4. Identification of the portfolios goals
In spite of the different conceptions,
objectives and lay-outs,
in general portfolios follow the same
building process, stating in an implicit
and/or explicit way several dimensions
and different focus.

7. 5. Categories of analysis
Learning and teaching strategies
(Laurillard, 1993)
Student
The teaching/learning process comes up as
(conceptions)
the result of the interaction between teacher
and student.
Dynamic continuous interaction process in
which the teacher has the role of Teacher Student
coordinator, mediator and learning facilitator. (conceptions) (action)
To perform this role the teacher needs to
reflect together with his students, to show
them the new paths, means and procedures
required to the acquisition of new Teacher
knowledge. (context/action)

8. 6. Organization of the analysis system
PEDAGOGICAL POTENTIALITIES
DISCURSIVE To keep a continuous communication relationship among several intervenient;
STRATEGY To negotiate contents and objectives (teacher and students)
(Communication, To express ideas related to the negotiated objectives;
Participation)
To participate actively in the knowledge building process.
ADAPTIVE To build learning activities fitting the conceptions of the different intervenient;
STRATEGY To adapt the learning objectives to the students’ interest and bearing in mind the interactions (dialogue);
(Evolution, Selection) To recognise the advantages and difficulties in the portfolios building process;
To allow a personal and social commitment in the teaching and learning process.
INTERACTIVE To give student feedback, helping him to achieve the learning objectives;
STRATEGY To recognise the meaning of the teacher’s feedback in a way that he can gather the content which fit best his profile;
(Motivation, To add other information aiming at complementing a given content/topic;
Visualisation)
To represent ideas/contents using different ways of expression (text, images, sound, video…).
REFLECTIVE To reflect upon and write about the teaching and learning process;
STRATEGY To structure and record students’ ideas, perceptions and convictions;
(Reflection, Structure) To reflect on the student’s descriptions;
To give different ways of knowledge organisation allowing the knowledge deepening.

9. 7. One example

10. Fernando Albuquerque Costa
Elisabete Cruz
Universidade de Lisboa, PT
Analysing ICT Tools For The Portfolios
Educational Goals
Fernando Albuquerque Costa
ulfpcost@fpce.ul.pt
Elisabete Cruz
elcruz@sapo.pt
Universidade de Lisboa, PT
May, 23, 2008 Helsinki digiFolio - Digital Portfolio as a strategy for teachers‘ professional development