Constructing digital portfolios: teachers evolving capabilities in the use of information and communications technology

Abstract

The article describes a collaborative action research project, which encouraged teachers to participate in displaying and developing the pedagogical practices of early childhood institutions through networking and digital web portfolios. Special emphasis is placed on examining the progress of teachers ICT capabilities during the first two cycles of action research. The study is based on the ecological approach to virtual learning environments. In the ecological approach, the description of virtual communities is extended to include features of the overall environment: technical devices, programs, materials, tools for communication and planning, different social and emotional processes, functions and contents of activities and also norms and culture of learning. It is assumed that deeper understanding is needed about the meaning of technology and the interaction of technology and humans in the daily life of teachers and children. It was found out that the factors of access, competence and motivation in the use of ICT intertwined during diverse cycles of portfolio development. The results also showed that there is an enormous need for teacher support in the use of information and communication technology. In addition to in-service training sessions, there is a need of more informal support, which is organised flexibly as on-site tutoring and advising.