Theory to Practice

The use of digital portfolios is not a new idea.  Back in 1997, Mohnsen and Medon were writing about the use of electronic portfolios within Physical Education. They believed this allowed teachers to authentically assess student performances to monitor fitness, develop the use of skills and as a means to reflect on work completed (Mohnsen and Medon, 1997, Mohnson, 1997). To read back from research done nearly 20 years ago (where they explore the use of floppy disc or cd recorder for storage!), we must question why now the concept is still not widely used. Through my experience within CEP813, I have learned how easy it is to access the technology that supports digital portfolios within Physical Education. With the use of apps, add-ons, blogs and Google, setting up such a facility is accessible to all. In my opinion, it is vital to change PE teacher’s perspective on the misconception that implementing “new” technology such as digital portfolios, is creating additional, time consuming work.
 
I plan to use portfolios in order to give students a space to store their work in order for them to

1. Provide evidence of practical knowledge.
2. Determine what they understand by using a variety of ways of presenting what they know.
3. Monitor improvement over period of time.
4. Reflect on work covered in class with regards to standards, curriculum goals and objectives.

I look forward to piloting the use of digital portfolios within my classes and discussing the ideas with others in the department. “The effectiveness of the portfolio relies on a far more traditional practice: the ability of students, parents, and teachers to create a common vision”, Niguidula (2005). Digital portfolios aim to “improve motivation and self efficacy simultaneously” (Beard, 2005) as I believe this will add to the experience within the practical based subject of Physical Education. The useful aspect from my perspective is that this tool “allows for actual samples of student performance to serve as the measure of learning instead of the highly inferential estimates” (Beard, 2005), that come with the subjective nature of Physical Education.
 
I plan to use digital portfolios as a method of differentiation, in order to allow students of different abilities to learn and develop their skills at an appropriate pace. Different tasks can be set up for the varying abilities within classes to ensure students are challenged and focused on self-improvement of both practical capability and knowledge and understanding of a concept. It is important to ensure those who are less practically able and those who are talented sportspeople are challenge appropriately, formulate ideas and reflect on their work. Their portfolios are a showcase of their best work and have been found to have positive effects that enhance learning experiences “including self-awareness of their own learning process, which could improve their attitude towards the value and the status of PE” (Chan, 2005).
 
References
Beard, J. (2015) Implementing Portfolios in Physical Education, Journal of Physical Education, Recreation & Dance, 86(7), 48-49
 
Chan, W. (2005) Effectiveness of the Physical Education Portfolio Approach, Physical Education Curriculum Research Quarterly for Exercise and Sport, suppl. Research Consortium Abstracts, 76(1), 64
 
Niguidula, D. (2005). Documenting learning with digital portfolios. Educational Leadership, 63(3), 44-47
 
Mohnsen, B. (1997) Authentic Assessment in Physical Education. Learning & Leading with Technology, 24(7), 30-33
 
Mohnsen, B. & Mendon, K. (1997), Electronic Portfolios, Strategies: A Journal for Physical and Sport Educators 11(2), 13-16