Using electronic portfolios to foster literacy and self-regulated learning skills in elementary students.

Abstract

The research presented here is a continuation of a line of inquiry that explores the impacts of an electronic portfolio software called ePEARL. which is a knowledge tool designed to support the key phases of self-regulated learning (SRL)-forethought, performance, and self-reñecdon-and promote student learning. Participants in this study were 21 teachers from elementary schools (Grades 4-6) and their students (N = 319) from 9 urban and rural English school boards in Quehec and Alberta, Canada, who participated during the 2008-2009 school year. Students with low enthusiasm for the use of ePEARL were excluded from the main sample as they exhibited different pattems in leaming gains and selfregulatory skills as compared with those with high and medium enthusiasm. Multivariate analyses of covariance showed that students motivated to use the software made significantly greater gains compared with controls in 3 of 4 writing and reading skills (p < .01) as assessed by the constructed response subtest of the Canadian Achievement Test (fourth edition). Multivariate analyses of covariance of student survey data revealed that, over time, students who used the software reported higher levels of SRL processes than those in the control group (p < .01). Implicadons of the fmdings for school leaders and teacher educators regarding the use of electronic portfolios are discussed.

e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors

“…To reach such a level, we recommend providing good access to technology, gaining support and recognition from school administrators, and providing training and support for teachers involved. A follow-up study by Abrami et al (2013) demonstrated that these conditions can lead to such a high level of implementation.…”

“…In the Abrami et al (2013) study, students with low levels of enthusiasm scored significantly lower than students with high levels of enthusiasm on the student learning strategies questionnaire (SLSQ) (Abrami & Aslan, 2007). In the Chang et al (2013) study, students who were not satisfied with the e-portfolio scored significantly lower than their peers who were satisfied on several SDL measures in the portfolio, including selfjudgment.…”

impact of past language arts teachers on the reading motivation of twelfth grade students

“…If the technology is thoughtfully and meaningfully used, or used for an authentic purpose, it may enhance the interest of students (Abrami, Venkatesh, Meyer, & Wade, 2013;Gunter, 2012;Jacobs, 2012). Jacobs (2012) also cautions that students may not necessarily come to class technology-literate.…”

“…The portfolios can be used to store multiple student created artifacts (text, video, sound and images) and allow space for written dialogue among teachers, students, and parents for reflection, analysis and ranking of the pieces (Abrami et al, 2013(Abrami et al, , p. 1189.…”

“…Another technological method of motivating readers and writers through an authentic task is with the use of eportfolios. A study by Abrami, Venkatesh, Meyer, and Wade (2013) focuses on using eportfolios through an online software program entitled ePEARL, to encourage self-regulated learning. The acronym ePEARL stands for "electronic Portfolio Encouraging Active and…”