The Power of Yet

If you asked me how I felt about the ePortfolio in the beginning, I would say overwhelmed.  This process has really taught me to trust the power of “yet”.  I really feel that I’ve learned so much more than I ever thought I could.  I excited to see what awaits for my Digital Learning and Leading journey.



People of the Second Chance.  Retrieved from


Trust the Process – Sharing and Evaluating ePortfolios

The journey of creating my ePortfolio, has been one of uncertainty.  I find myself slipping in and out of the growth mindset.  I’m so used to seeing examples and rubrics that tell you exactly how something been done.  So when given the task of developing an ePortfolio, I was left wondering “Am I doing this correctly?”  As my classes have progressed I realized, I need to go with what I feel is a good representation of me and my journey.  I need to keep reminding myself that there is NOT one correct way to construct an ePortfolio.  After the constant reminders, I feel I was able to truly make an ePortfolio that show my learning process of the Digtial Learning and Leading curriculum.

When looking at other ePortfolios, I was left asking myself a few questions.  I thought that they were very impressive and then I started to compare.  Is mine good enough?  Should I change mine to be like theirs?  Did I do it correctly?  Thanks to some encouraging and useful feedback, I realized that I need to answer one question about the ePortfolio.  If I’m able to answer “yes” to this question, then I did the best job I possibly could. Does this accurately represent what I’ve learned and show my learning process?  I really appreciated the feedback.  I looked at the ePortfolios not as a model I need to replicate, but as something that could inspire me to do more.

In the start of my first class, I used Wix.  It had a great layout and style.  When moving through the course, I know that there was encouragement to move to WordPress.  We were told that going forward and developing out ePortfolio would be more compatible with this platform.  At first, it was a little overwhelming switch to another platform and learning how to actually use it.  With time, I was able to transfer my information and continue developing my ePortfolio.  I realized that it wasn’t nearly as time consuming as I expected.

This journey has been exciting and mind-opening.  I can’t wait to continue and see what’s next!



FAQ: How to Make a Word Cloud Using Wordle. Retrieved by

Who Owns the ePortfolio?

Who owns the ePortfolio, the teacher or the student?  After reading Dr. Harapnuik’s article, Who Owns the ePortfolio, I believe I was able to answer this question. Ideally, the owner of the ePortfolio should be the student.  I feel that the struggle or issue with the topic of ePortfolios is that when the student or learner is told what to do, it completely hinders their sense of ownership and freedom.  By being told what to add to the ePortfolio, I feel the ownership gets taken away from the learner. As Dr. Harapnuik stated in this article, by the students or learners focusing on the assignments they aren’t making the meaningful connections.  How do I foresee this being an issue?  If there isn’t a true meaningful connection, will the student take continue with the ePortfolio after the fact?  Will they take ownership of the ePortfolio?

The article, Do I own My Own If You Grade It, brought up an interesting point ownership.  In order to have growth mindset and follow the COVA approach, don’t we as learners, want to be challenged and have our own voice?  By students being laser-focused on the assignment and collecting information for the ePortfolio, it’s no longer the learner’s idea.  To add onto that, if the ownership is not present, what happens to reflecting?  As a student, it should be a goal to be a lifelong learner.  Without the reflection piece, that goal in nonexistent.  

When thinking about modeling, in regards to the Eportfolio, I feel it really made me think.  In order to foster the COVA approach and growth mindset, where do we draw the line with modeling?  I think that this was a tough one for me to determine.  Dr. Harapnuik stated, ” Educators need to realize that we if expect to maintain any level of credibility and respect with our students we can only ask our students to do things we are willing to do ourselves” (Harapnuik, 2015) .  I do agree with that statement and believe that would be the extent of the modeling to foster the growth mindset.  Before getting into this program, I NEEDED examples.  I was definitely the one that clung to examples, directions and specific rubrics.  After reading about the growth mindset and going through my first course, I realized I would not be getting that.  This need for specifics has been the biggest transition for me.   I believe that there is a fine line between modeling, to benefits a student’s ownership and voice, and give an assignment and an example of how it “should” be done.  


Harapnuik, D. (2015, September 23). Who Owns an ePortfolio. Retrieved September 16, 2018,  from

Rikard, A. (n.d.). Do I Own My Domain If You Grade It? (EdSurge News). Retrieved September 8, 2015, from

Supporting students’ ePortfolio process in Higher Education.  Retrieved from

Why Use an ePortfolio?

Last week, I initially touched on this concept and really do believe this is the most important.  The “why” is what keeps me going, it gives whatever I’m doing a purpose.  A great reason to start an ePortfolio and get my students start one, is because technology is everywhere and we need to keep up with the world.  As a teacher, I want to be as current and up to date with everything, I think it’ll in turn  benefit my students.  I also believe that schools are starting to want ePortfolios, by having our students start now, it’ll give them a “one up” on other students.  If schools are wanting ePortfolios, will employers start wanting them next?

When reading, Why Use an ePortfolio, it resonated with me.  The reflection piece is a crucial part of learning.  The one moment that really sticks out in my mind was when I was given a group of students in a class that were different levels and not to mention there were 15 students.  Keep in mind this was a small room, a lot of student for what is supposed to “small group instruction” (special education class) and a variety of levels.  My head was spinning from all of the factors going into organizing and running my classroom.  I ended up trying idea after idea and was finally able to make it work.  After each time I had class, I would think of what worked and what didn’t.  I feel this idea of reflection works for any task in life.

When reading, Why Reflect, it definitely supported the reflection aspect of ePortfolios.  The ePortfolio is a way of “story telling” and letting anyone that looks at it, see your journey.  They are able to see your journey and how you’ve learned from beginning to start.  I think that as you look at your own your able to reflect and realize how much learning has gone on and how much you’ve grown.

I believe that both educators and students can benefit from developing an ePortfolio.  As a teacher, I would like to develop an ePortfolio, to be able to display my work.  If administrators look at what I’ve done all year, they see a grade book.  Does that really showcase all of the hard work I’ve done? No.  I think it would be a great way to show what I’ve done in my classroom.  In the process, I feel I’ll be able to see my growth in my classroom.  As for students, I would like to create an ePortfolio but I’m not sure how useful it would be for a math class.  I know that students in my school have portfolios in their English classes.  I think that it would be awesome if they took it one step further and turned it into an ePortfolio.  We also have  special education students that have support classes that focus on their needs, one of them being transition.  It would be awesome if they’d be able to document the learning of the transition process through an ePortfolio.  I believe that the benefits to an ePortfolio are endless.


Barrett, H., & Richter, J. (n.d). Why Reflect?.

Harapnuik, D. (2015, September 29). Why Use an ePortfolio. Retrieved from

ePortfolio Evaluation Task Force. Retrieved by

Learning Network Update

So after a discussion in my class, I was exposed to the world of PLNs.  Besides the Twitter and Instagram teachers I followed there wasn’t much more.  To be honest I really followed the accounts that had a little comedic relief.  I mean don’t we all need a little bit of that at the end of a school day?   After reading the discussion posts, I was able to really find some useful PLNs, that help give me ideas for the classroom.  It’s really helping me revamp my classroom.  Take a look at my “Learning Networks” section for the PLNs that I really enjoy!



Professional Learning Networks. Retrieved from

Starting an ePortfolio?

After reading the articles and related links, I was able to reflect about what I just read and about my last class.  I know that the last the class was primarily focused on the growth mindset and COVA.  The growth mindset was all about accepting failure and learning from it, while focusing on the learning process. COVA was about having a voice and being accountable.  I believe that both of these combined really represents an ePortfolio.  The ePortfolio is supposed to represent the our journey or learning process and give us a voice.  At first, I wasn’t sure how it all related.  After I took the time to actually think about it, I was able to see the relation.

I did realize, while reading, What is an ePortfolio, it stated that ” An e-portfolio is a purposeful aggregation of digital items – ideas, evidence, reflections, feedback etc, which ‘presents’ a selected audience with evidence of a person’s learning and/or ability.”.  The big take away from this for me was the reflection.  I feel that a big part of learning comes from reflection.  Learning from failure is definitely more of an impact for me.  Being able to think about what the positives were and what the needs to change shows growth.  I think that reflection is key.  Doing the same thing over and over and not changing doesn’t show an openness to learning or being your best self.

When reading the article , Why Use an ePortfolio , there were a few points that really hit home.  I believe the “why”, which gives purpose and reason, spoke to me.  There was an example used about the foreign student and anticipation of being asked how about school and experience in the laboratory.  I think the same concept applies to teaching in my classroom.  If someone were to to ask how my classes and students were doing, showing grades wouldn’t truly document the students’ progress throughout the year.  Which leads me to another “why”.  I feel it’s important to get in the habit of learning about and developing an ePortfolio for the sake of my students.  With the world transitioning and technology being used for everything imaginable, I need to prepare my students.  Jobs and/or schools may be asking for an ePortfolio and it’s my job, as a high school teacher, to prepare my students for post-secondary life.

Now, onto what I feel everyone may be mentioning, TIME.  I understand the reasoning and the relevancy for an ePortfolio make sense, but no matter how much sense it makes, like can get in the way.  While in class and it being an assignment, I think it’ll be easier to keep up to date.  The true test will be after the program has ended and we have out usual day to day responsibilities.  I think that if I keep reminding myself about the “why”, it’ll keep me in check.


Harapnuik, D. (2015, September 29). Why Use an ePortfolio. Retrieved from

Harapnuik, D. (2016, March 3). EDLD 5303 Getting started tips. Retrieved from

San Francisco State University. Portfolio. Retrieved from an ePortfolio?

Learning Networks

Before this week, I’ve haven’t really had experience with learning networks.   The only thing that I do, is follow a few accounts on Instagram.  Some of them are resourceful, that give me some ideas or things to think about, related to teaching,  While other accounts, I look and watch to enjoy “teacher humor”.  I don’t really contribute on these accounts, I just use ideas that I think may work out in my classroom.  Some of the accounts that I follow include: @classroompinspirations and @fun_fresh_ideas.  If you’d like the funny ones, I can definitely share.   I love teacher humor!
When I started looking into professional learning networks, I found a few good ones on different platforms.  I explored twitter and found a few accounts that were relevant to me.  I looked for accounts that focused on math and special education.  The accounts that I found were: @iteachmathall, @algebrafact, @five_triangles, @onspeced, and @education_IEP.  After looking into ISTE, i will definitely reference this learning network more often.
After finding some general math and special education related learning networks, I figured that I would find something that was more specific.  We recently switched from Desire2Learn to Canvas, as our learning management system.  I was got lucky that my last master’s program used D2L and I didn’t have to learn how to use the system.  Now, I’m in desperate need of learning about Canvas before the school year starts.  I was able to find: .  This is a pretty awesome learning network.  The user is able to ask questions, join groups and/or live chat.  I will definitely make use of this PLN this coming year.

10 Reasons Every Teacher Needs A Professional Learning Network.  Retrieved from