22 Integrating ePortfolios Across Teacher Credential Programs: A Self-Study

Rebecca Birch and Katherine Lewis
Dominican University of California, USA

ABSTRACT

This chapter explores the transformative role of ePortfolios in navigating the disruptions in educational settings during and beyond the COVID-19 pandemic when educators suddenly shifted to remote learning. Integrating technology throughout the curriculum became a prime focus for teachers. At this time, the education department at a liberal arts university in California shifted to a fully online teacher preparation program. The faculty explored how online programs leverage innovative technology to transform traditional classrooms into dynamic learning environments. Digital portfolios were fully integrated to help students showcase professional growth and reflect on their development throughout the program. After implementing ePortfolio development throughout all courses, faculty found that ePortfolios were not only a place for demonstrating professional knowledge and experience but also as a communication tool for students and families. This chapter outlines the authors’ experiences integrating ePortfolios throughout their programs and the challenges faced during and beyond the pandemic. These experiences speak to the digital resilience of ePortfolios, tools that hinge on continuous advancements in technology, pedagogical strategies, and assessment practices. Finally, authors discuss lessons learned from integrating ePortfolios throughout courses and consider how faculty might guide their students to use these tools to showcase their professional growth in a post-pandemic world. The chapter closes with recommendations for integrating ePortfolios into educational and professional frameworks.

Keywords: teacher preparation, self-study, COVID-19, ePortfolio platforms, assessment, professional growth, best practices, post-pandemic

INTRODUCTION

This chapter provides an overview of the transformative impact of ePortfolios at a small liberal arts university in Northern California, United States. The education department, which is housed within the School of Liberal Arts and Education, has provided quality programs for education professionals since 1924. Small class size, individualized attention, and supportive learning communities are benefits to students enrolled in teaching credential programs. The education department prepares primary, secondary, and special education teachers who will teach in California schools serving students from transitional kindergarten through 12th grade. After completing requirements for a preliminary teaching credential, students have the option to also complete a Master of Science in Education with a concentration in Leadership.

This study investigated the authors’ professional experiences as a means of enhancing practice. This study’s methodology fosters a deep understanding of ePortfolio development through reflection, critical analysis, and evaluative dialogue (Pithouse-Morgan, 2022). We analyzed how this teacher preparation program leveraged ePortfolios (or digital portfolios) to fundamentally change the traditional classroom experience into a dynamic and effective learning environment, both during and after the COVID-19 pandemic. This self-study highlights the education department’s realization in March 2020, with the onset of the COVID-19 pandemic, that the complete and holistic integration of digital portfolios was essential for demonstrating teacher candidates’ professional growth throughout the duration of the program.

The questions guiding this self-study is: How has the integration of ePortfolios transformed teacher preparation programs at a small liberal arts university? The rationale for this self-study is rooted in the need to understand how ePortfolios, when scaffolded throughout a teacher credential program, can foster deep learning, support reflective practice, and serve as a comprehensive form of authentic assessment.

STUDY CONTEXT

The teacher preparation program commences in the fall and spans two semesters for full-time students. Prior to beginning the program, students initially learn about digital portfolios during student orientation. A foundational fall course, Using Technology in the Curriculum, introduces candidates to the digital portfolio project, where they begin to develop a shell or template for their professional site. During this course, candidates collect and organize artifacts in several formats (audio, video, graphics, and text) to display their highest quality work in the program that demonstrates their knowledge, skills, and abilities developed along the path to becoming a teacher. Artifacts may include coursework activities and assignments, video teaching demonstrations, lesson plans, resources, images, fieldwork photos and reflections, student work samples, and community photos.

Throughout the program, teacher candidates continue to construct their digital portfolio by progressively building their website and adding artifacts. Some class time is dedicated to guiding students through self-reflection and peer review of their portfolios. During the final semester of the credential program, the portfolio serves as the anchor assignment in the course Supervised Teaching Seminar and is the culminating project in the credential program. This course concludes with a digital portfolio showcase for colleagues, university faculty, and staff.

The ePortfolio reflects the developmental nature of the credential program as students progress from student learners to student teachers. It is expected that candidates use their digital portfolio to document and showcase their overall experience within the credential program. It is a place for personal reflection and integration of knowledge and experience within and outside the classroom. In addition, the portfolio is expected to be used in the classroom as a communication tool for students and families and for potential employers (for candidates conducting job searches) (Panyukova, 2020). For instance, one student shared that she was initially skeptical about the value of a digital portfolio until it directly contributed to her employment. She recounted that when she interviewed, the employer was impressed with her digital portfolio. It set her apart from other candidates and played a key role in helping her secure the job—despite strong competition. The timeline of teacher candidates’ digital portfolio development is displayed in Table 1.

Table 1
Timeline of Teacher Credential Candidate’s Experience with Digital Portfolios (created by Authors)

Phase	Timeframe	Digital Portfolio Activity
Introduction	Beginning of Fall Semester	Introduced to digital portfolio: layout, purpose; begin initial artifact input
Development	Fall Semester	All courses: Creating and inserting diverse artifacts
	Fall & Spring Semesters	Fieldwork: Adding reflections, photos, lesson plans, video teaching demonstrations
	Fall & Spring Semesters	Community Engagement: Including artifacts showcasing participation in school-community activities
Evaluation	Spring (Final) Semester	Self-Evaluation and Peer Review of digital portfolios
Culmination	Spring (Final) Semester	Formal Presentation/Showcase of digital portfolios (Community Invited)

ePortfolio: How it Began

Digital portfolios offer numerous benefits for teacher credential programs, serving various stakeholders, including teacher candidates, faculty, and the program itself. Initially, the secondary teacher credential program transitioned to digital portfolios as a way for teacher candidates to showcase their professional growth throughout their credentialing journey. A couple of years later, the primary and special education credential programs also adopted digital portfolios into their curriculum. This department-wide move to integrate digital portfolios led to replacing cumbersome physical binders filled with printed lesson plans, assignments, and reflections; the transition offered candidates a dynamic online space to collect and curate their learning artifacts over time. After fully implementing digital portfolios across all credential programs, the university established an ePortfolio working group and provided professional development for faculty and staff. Before 2016, ePortfolios were used only within the education department at the university. Starting in 2016, their use broadened to include several other academic programs and a university-wide digital portfolio lab. At this time, the digital portfolio is now considered a main pillar of a teacher candidate’s experience at the university.

ePortfolios for Teacher Candidates, COVID, and Beyond

Digital portfolios, a pre-existing and valuable resource for the credential program, became even more crucial in the physically separated environment brought about by the COVID-19 pandemic. Digital portfolios became the organized landing space (a hub of sorts) for the education department, providing a seamless platform for students to present assignments and showcase key instructional strategies in classrooms (Renwick, 2017). The full integration of digital portfolios became essential for demonstrating professional growth throughout the program, effectively serving as an all-encompassing digital space – a ready-made photo album, scrapbook, and comprehensive collection of work. During the COVID-19 pandemic, the ability to record videos of teaching was critical due to limited access to physical classroom spaces; videos of teaching enabled candidates to share their practice with university faculty and supervisors for feedback. This practice continues today; professors, supervisors, and peers review teaching videos and then provide insights about what worked well and where there are opportunities for growth.

In 2023, the department at the center of this study transitioned the Master of Science in Education and all credential programs to a fully online modality, building on its COVID-era advancements in online teaching and learning, which included the seamless integration of digital portfolios across all coursework. This shift involved increasing the application of instructional technologies, especially digital portfolios, which resulted in an overall improvement of online curriculum. Recognizing the need to foster teamwork, peer learning, and engagement beyond the confines of the physical classroom(Roy, 2024), the department also implemented Google Suite to improve the organization of learning experiences; this also led to adopting Google Sites as the preferred platform for students’ digital portfolios.

Pedagogical Strategies

The process of building ePortfolios naturally incorporates numerous pedagogical strategies as students compile their digital work, reflections, and accomplishments over time (Sperling & Blevins, 2022). This inherent integration of effective teaching strategies enhances student-centered learning, reflective practice, and authentic and formative assessment and promotes collaborative and personalized learning.

Student-Centered Learning and Reflective Practice

When students build digital portfolios, they have opportunities to take ownership of their learning as they regularly select, organize, and reflect on their work (Yadav, 2024). Although each candidate is required to follow specific guidelines, the portfolio layout and content are highly individualized. Developing an ePortfolio naturally leads students to reflect on their learning and to creatively and critically evaluate their progress throughout the program.(Yancey, 2023; Tolsby, 2001). Throughout this portfolio development process, teacher candidates are practicing student-centered learning and reflective practice; these are highly effective approaches that teacher candidates are expected to facilitate for their own students. In this way, teacher candidates have an opportunity to practice learning in a way they will teach their students.

Authentic and Formative Assessment

Digital portfolios offer a more authentic and comprehensive assessment of student learning than traditional tests and assignments (i.e., multiple choice and/or closed/limited response options) (Mardonova, 2025). For credential students, these portfolios serve as a showcase of work that highlights skills and knowledge relevant to practical teaching applications. Students actively participate in ongoing self- and peer assessment throughout their programs. The portfolio assignments align with this ongoing process and allow opportunities for more formative feedback so that teacher candidates have space and time to reflect and to continuously improve the way they demonstrate their teaching skills. Faculty monitor student progress longitudinally and provide continuous feedback to support teacher candidates with their ongoing portfolio development. Faculty in the education department developed a rubric (see Table 2) to evaluate the final digital portfolio’s design, required elements (introduction, purpose, personal information, philosophy of education), coursework and fieldwork artifacts, 21st-century skills (communication, collaboration, creativity, critical thinking, and digital literacy), and messaging (clarity through exemplary writing/grammar). During program-level midterm and final analysis meetings, the digital portfolio rubric, and candidate rubric scores were reviewed closely by teacher preparation faculty. Electronic notes were collected during analysis meetings, which served to guide improvements for the following semester’s courses. During one of these meetings, a faculty member commented, “Integrating digital portfolios into each course in our programs has really changed how we assess our teacher candidates. This provides a more meaningful way to document their reflective progression over time, as they move from student to educator.”

Table 2
Teacher Credential Candidate’s Digital Portfolio Rubric (created by Authors)

	4 Exemplary	3 Effective	2 Needs Improvement	1 Must be resubmitted
Design and Layout	Professional appearance throughout the site conveys a personalized sense of one’s teacher identity; organized and easy to navigate Thoughtful balance of text, graphics, artifacts, & resources Introductory descriptions included for each tab Skillful and creative use of photos, graphics, links, resources; clear explanations that create interest	Professional appearance throughout the site; some sections require minor revisions to achieve personalization, clear organization & balance between text, graphics & artifacts Use of photos, graphics, links, resources; clear explanations that create interest	Some sections lack a professional appearance; some sections are unorganized or difficult to navigate; uneven balance of text, graphics, artifacts, & resources in some sections Limited use of photos, graphics, links, resources, & clear explanations that create interest	Does not appear professional; unorganized & difficult to navigate Lack of photos, graphics, links, resources, & clear explanations that create interest
Required Home Page Elements	Each of the required homepage elements are clear, well developed & detailed	Each of the required home page elements are included, but some elements would benefit from continued development	Each of the required home page elements are included, but one or two of these elements require substantial revision or development	Most of the required home page elements require substantial revision or development
Artifacts	Multiple artifacts clearly model principles and/or explicitly integrate social justice goals (e.g., summation of educational philosophy, proactive differentiation, asset-based instruction, activities to raise critical consciousness) Multiple artifacts model integration of 21st-century skills throughout the program (Creativity, Collaboration, Communication, Critical Thinking, IMTS) Includes introductory descriptions for each artifact	Multiple artifacts clearly include and/or integrate social justice goals; however, some development is needed to explicitly convey a commitment to principles Multiple artifacts clearly include integration of 21st-century skills throughout teaching practice; however, some development is needed to explicitly demonstrate integration of the 21st-century skills Introductory descriptions are provided for most artifacts	Some artifacts indicate and/or address social justice goals; however, substantial development is needed to explicitly convey a commitment to principles Some artifacts indicate use of 21st-century skills during teaching practice; however, substantial development is needed to explicitly demonstrate integration of the 21st-century skills Introductory descriptions are offered for a few artifacts	Portfolio conveys minimal or peripheral commitment to principles Portfolio conveys minimal or peripheral integration of 21st-century skills throughout teaching practice Introductory descriptions are not offered for artifacts
Writing Style and Grammar	Writing is professional, clear & original; writing inspires exploration of each section	Writing is clear & original, although some minor writing errors require editing	Writing requires significant revisions in sections of the portfolio	Writing indicates little or no editing or undeveloped writing skills; significant revisions are required throughout the portfolio

Collaborative and Personalized Learning

Through the development of digital portfolios, collaborative activities, and peer feedback are integral to the learning process (Buyarski et al., 2017). Students actively share their work in class, engage in constructive critique, and gain valuable insights from their peers. In the credential courses, small groups of students exchange portfolios and receive/offer feedback, prompting individual reflection and subsequent revisions based on this peer feedback. Credential students also have opportunities to customize their portfolios to align with their specific learning styles and aspirations, showcasing their distinct strengths and achievements. Teacher candidates are also encouraged to design final portfolios with a theme that aligns with their philosophy of teaching and learning. This suggestion helps to personalize the learning process and prompts students to further refine their portfolio designs in order to clearly communicate a cohesive message about their teaching identities and backgrounds.

REVIEW OF LITERATURE:
WHAT IS THE EPORTFOLIO LANDSCAPE IN HIGHER EDUCATION?

To begin to situate this self-study within the broader context of digital technology in higher education, the authors reviewed relevant literature exploring benefits, challenges, and recommendations specific to ePortfolio integration. According to Nieto-Taborda and Luppicini (2024), the digital transformation impacting education accelerated rapidly during the COVID-19 pandemic, which highlighted misalignments between adoption and implementation strategies for digital technologies. Such misalignment issues are an example of one challenge posed by efforts to integrate digital portfolios in higher education. There are other challenges associated with these processes, including issues with equitable access to technology and student and faculty motivation (Tosh et al., 2015). Overall, researchers agree that higher education institutions should adopt more holistic, interdisciplinary, and university-wide digital integration strategies that encourage innovation and collaboration among campus stakeholders (Nieto-Taborda & Luppicini, 2024; Zhang & Tur, 2024).

Benefits of Integrating ePortfolios

The literature reviewed for this chapter pointed to a wide variety of benefits associated with integrating digital portfolios in higher education contexts. It is well documented that ePortfolios are helpful for tracking student progress and for building digital literacy among students (Nieto-Taborda & Luppicini, 2024). Researchers also claim that digital portfolio development leads to higher levels of student engagement as the process promotes autonomy, self-reflection, and goal setting. The continuous self-reflection aspect of ePortfolios is a form of self-regulated learning; this process helps students gain a deeper understanding of their professional identities, which can even increase a student’s employability after graduation (Modise & Mudau, 2021; Zhang & Tur, 2024).

Other student benefits associated with ePortfolio development include increased sense of well-being (McCarthy, Mitchell, & McNally, 2024), improved metacognitive and critical thinking skills (McCarthy et al., 2024; Modise & Mudau, 2021; Zhang & Tur, 2024), and opportunities for collaborative knowledge-building (McCarthy et al., 2024; Zhang & Tur, 2024). In a scoping review of outcomes related to digital portfolio pedagogy, for example, McCarthy et al. (2024) identified themes particular to student well-being, stating that ePortfolio development improves identity formation and also increases self-awareness and self-regulation, helping students feel more connected to others. The authors argue that creating ePortfolios increases well-being because students are experiencing heightened motivation, autonomy, and confidence levels while practicing deep reflective thinking about their personal and professional identities. They also claim that this process of deep and continuous self-reflection promotes empathy toward others while improving dialogue capacity and increasing interpersonal growth.

The literature also pointed to an important benefit for instructional faculty in higher education institutions. Yang and Wong (2024) stated that integrating ePortfolios promotes reflective teaching practices for faculty and also provides opportunities for more authentic, personalized assessment. In fact, scholars in the field of digital technology integration describe ePortfolio assessments as useful data for program evaluations focused on continuous improvement. When faculty are determining whether students are meeting the intended outcomes for a program, what better way to measure that understanding than through this showcasing of reflective, metacognitive practice. Did students learn what we intended for them to learn? The digital portfolio is one way to hear directly from students about what they learned related to program outcomes. Researchers remind readers that this form of authentic assessment is most effective when students are offered continuous support and are provided with meaningful feedback through the ePortfolio development process (Modise & Mudau, 2021; Yang & Wong, 2024).

Challenges of ePortfolio Implementation

The literature also described common challenges associated with integrating ePortfolios in higher education. These challenges include technology-related barriers as well as issues related to student and faculty motivation and interest.

Within the literature, technology-related barriers were the most frequently cited challenges related to digital portfolio implementation in higher education contexts. These types of challenges refer to inequitable access to devices, internet, and storage, as well as notable gaps in digital literacy/skills, including an unfamiliarity with ePortfolio tools, among both students and faculty (McCarthy et al., 2024; Modise and Mudau, 2021; Nieto-Taborda, Luppicini, 2024; Yang & Wong, 2024; Zhang & Tur, 2024). In addition to these technology-related barriers (McCarthy et al.,2024; Modise and Mudau, 2021; Nieto-Taborda, Luppicini, 2024; Yang & Wong, 2024; Zhang & Tur, 2024), researchers noted challenges that affected student and faculty motivation to adopt and integrate these digital tools.

Scholars researching ePortfolio implementation cite difficulties with buy-in from students, noting that some students report issues related to limited personalization, a lack of user-friendly templates and tools, and limited use beyond the course(s) in their program of study. Other studies report that students may also feel overburdened or overwhelmed with creating an ePortfolio, as they may view the practice as “extra work” that is time-consuming (McCarthy et al.,2024; Modise & Mudau, 2021). It is important to note that these issues could be related to poor overall design of ePortfolio templates and assignments (McCarthy et al.,2024).

A related challenge to implementing ePortfolios in higher education is faculty resistance. According to recent research (Modise & Mudau, 2021, Nieto-Taborda & Luppicini, 2024), faculty have concerns about the time it takes to support students with designing high-quality ePortfolios and then to provide assessment and authentic feedback, which will guide the continuing development of portfolios. In addition to time constraints related to workload burdens (Yang & Wong, 2024; Zhang & Tur, 2024), faculty also have concerns related to integrating ePortfolios into curricula without disrupting or removing important course content related to student learning outcomes (Yang & Wong, 2024). Other challenges included faculty training gaps (Modise & Mudau, 2021), lack of sufficient training for all users, including students (Zhang & Tur, 2024) and concerns about the risk of plagiarism when students are developing ePortfolio content (Yang & Wong, 2024).

Recommendations from the Literature

Improved Design and Training. Scholars in the field provided recommendations related to improved design of digital portfolio projects, increased training for students and instructional faculty, and a focus on student-centered pedagogy that includes robust feedback systems. In consideration of improved design, Modise and Mudau (2021) suggest that higher education institutions develop ePortfolio integration that relies on low-bandwidth internet tools, such as cloud-based and mobile-compatible platforms. This approach improves access for students and addresses some of the technology-related barriers.

Ongoing and adaptive training for both students and faculty, especially training that provides robust digital literacy support, also helps to navigate challenges related to faculty and student motivation for developing ePortfolios (Modise and Mudau, 2021). Yang and Wong (2024) note that such training should be comprehensive in nature and focused on methods such as tutorials and hands-on workshops for both faculty and students.

Student-Centered. In conversations about the importance of student-centered pedagogy, scholars suggested that faculty “chunk” assignments over time so that the ePortfolio documents learning over time and provides students with manageable tasks to reduce feelings of overwhelm (Modise & Mudau, 2021). In fact, Nieto-Taborda and Luppicini (2024) recommend incorporating specific ePortfolio goals tied to student well-being. A student-centered pedagogy approach also encourages faculty to take on the role of facilitators and mentors and not solely as assessors of a final product or project. In the role of mentor and facilitator, faculty have opportunities to encourage autonomy and ownership of ePortfolio design and development and to support students in the ongoing reflection process. In this way, the student-centered approach reinforces the ePortfolio as an authentic assessment.

Assessment. It is important to note that when using digital portfolios as authentic assessment tools, faculty should also ensure that robust feedback systems are in place. Yang and Wong (2024) suggest using rubrics with clear criteria (especially related to relevance, accuracy, and reflection), providing high-quality models and frameworks for ePortfolios, and incorporating feedback loops through the portfolio development. Zhang and Tur (2024) agree that providing students with both ePortfolio templates and clear rubrics serves as necessary scaffolding, which supports and guides students through an ongoing improvement process. According to Yang and Wong (2024), feedback loops should not only be a continuous process but should also include instructor feedback, peer review, and self-assessment; these multiple forms of assessment provide robust feedback to guide continuous development and improvement of ePortfolios.

DISCUSSION

Looking back at this digital portfolio journey, the authors identified several benefits and inevitably some challenges related to the holistic integration of ePortfolios. Through these experiences, the authors learned valuable lessons along the way that will be instrumental in refining the ePortfolio implementation within their department. The following discussion is the result of intentional reflective practice to guide the continuous improvement of this digital technology integration. Strengths, challenges, and lessons learned are discussed in relation to the literature review findings.

Because the digital portfolios are developed on a cloud-based platform, the candidate’s portfolio can be accessible from any device with an internet connection, promoting flexibility and remote capabilities. Additionally, the ePortfolio acts as a dynamic, ongoing record of a candidate’s learning journey within the credential program. It allows candidates to showcase evidence of progress towards meeting program standards and developing essential teaching skills. By curating artifacts, candidates demonstrate their abilities in action, including classroom management, assessment, differentiation, technology integration, and collaboration. Furthermore, the digital portfolio provides potential employers with a comprehensive and engaging view of the candidate’s teaching potential and may enhance a student’s employability after graduation (Modise & Mudau, 2021; Zhang & Tur, 2024). Additionally, the portfolio can be used as a communication tool for future classrooms.

The evolution of the digital portfolio in the credential programs has taught the authors valuable lessons. Early on, development of the candidates’ portfolios began in the first semester, and students were instructed to continue work on their portfolios throughout the program. The digital portfolio was not revisited within classes until the final semester in the program sequence; this sequence was not ideal in that students were lacking consistent support throughout the program. As a result, students were not motivated to build their portfolios gradually alongside their incremental learning experiences; this led to students engaging in a frantic, last-minute rush to update their portfolios as their programs were coming to an end. To address this challenge, instructors strategically incorporated portfolio development into credential courses throughout the curriculum, offering specific guidance and suggesting relevant artifacts at various points throughout their time in the program (Modise and Mudau, 2021). This intentional approach aims to keep the portfolio dynamic, truly reflecting the continuous growth of candidates as they evolve from student learners to confident student teachers.

Some of the very aspects of the ePortfolio process that offer advantages also pose difficulties, sometimes stemming from the same elements that make it valuable. Among these are technology barriers (McCarthy et al.,2024; Modise and Mudau, 2021; Nieto-Taborda, Luppicini, 2024; Yang & Wong, 2024; Zhang & Tur, 2024) related to program integration and creative flexibility. While Google Workspace provides smooth integration among its applications, the initial learning process involved navigating compatibility issues when using and converting files from external platforms. For instance, candidates accustomed to working with local Word documents faced a learning curve in needing to first upload these files to Google Drive before incorporating them into their ePortfolios. Additionally, candidates frequently forget to update the share settings within linked portfolio files in Drive, making them inaccessible to outside viewers. Consequently, when reviewing portfolios on their own computers, students often do not realize their own files lack open access. To facilitate error checking, instructors provide a document for candidates to post their portfolio URLs, enabling peer and instructor review. This feedback process involves ensuring that all linked and embedded files are accessible to others, collaborating and exchanging knowledge (McCarthy et al., 2024; Zhang & Tur, 2024), and further enriching their portfolios.

The faculty at the center of this self-study favor Google Sites, which is known for its accessible interface, simple templates, and seamless integration with Google Suite applications. While the Google Sites platform’s versatility provides numerous portfolio template options, this abundance of potential options can inadvertently overwhelm candidates. To mitigate the potential for overwhelm and provide concrete guidance, the program curated a collection of digital portfolio examples from former students to share with incoming students who are beginning to conceptualize and design their own ePortfolios. This repository of examples serves as inspiration and motivation for students, as they demonstrate diverse layouts and offer a practical starting point for current candidates developing their own portfolios.

Finally, the literature reviewed for this self-study indicates specific barriers related to faculty motivation and buy-in. Fortunately for these teacher preparation programs, faculty are motivated to guide students through the development of their ePortfolios and understand that integrating portfolios leads to more authentic assessment of candidate growth. At the beginning of integrating ePortfolios, some faculty had less experience with portfolio development processes, but they were eager to learn these new skills and to support students throughout the process. The authors believe that providing professional development and training for faculty and staff early in the integration process helped to increase faculty motivation to fully integrate this tool. Additionally, as faculty members planned and facilitated peer review and self-assessment processes and then provided formative feedback on student portfolios, the potential for a robust and authentic assessment process became clearer and more manageable.

CONCLUSION

The authors’ experience of integrating ePortfolios across the teacher credential programs at a small liberal arts university has proven to be successful, aligning strongly with the benefits highlighted in the research. The early adoption and comprehensive integration of ePortfolios positioned teacher candidates for success in a rapidly evolving educational landscape during COVID and beyond. The need for integrating technology tools in K-12 schools was increasing as quickly as the technology was improving; before the pandemic, teachers were expected to regularly integrate digital technology tools into their lessons. When the pandemic hit, however, teachers were suddenly faced with the challenge of supporting their students across vastly different physical spaces. Digital technology tools were a lifesaver during this time of rapidly shifting contexts; the available technologies helped teachers decrease vast physical connection gaps to continue providing rich learning experiences for all students. During this unprecedented moment in education, teachers gained a deeper understanding of how to effectively integrate these technologies. Faculty at the university centered in this chapter also learned about the power of such tools to facilitate reflective learning and guide students’ continuous development in their professions. This shift likely increased faculty and teacher motivation to integrate ePortfolios in more holistic ways that aligned with authentic assessment goals.

The ePortfolio has moved beyond a mere collection of assignments, becoming a dynamic and accessible hub that effectively tracks teacher candidates’ progress, fosters digital literacy, and enhances student engagement through autonomy and self-reflection. The culminating digital portfolio showcases, now a cornerstone of the program, demonstrate the candidates’ growth and their readiness to enter the teaching profession, potentially increasing their employability.

One particularly surprising outcome has been the depth of reflective practice throughout the ePortfolio process. The continuous self-reflection inherent in ePortfolio development has contributed to the candidates’ understanding of their professional identities and fostered a connection to the experience. The ability for candidates to visually track their development from the beginning of the credential program to confident student teachers, coupled with peer and faculty feedback, has cultivated collaborative knowledge-building and critical thinking skills.

Within the education department, several effective established practices will continue to be implemented throughout the digital portfolio development process. Continuing these practices will ensure the sustained success and pedagogical value of the ePortfolio program. Building upon the foundation of early introduction and gradual integration prevents a last-minute scramble and cultivates ongoing engagement with the development process. Allocating dedicated class time for reflection and peer review reinforces the importance of these activities as integral components, providing additional support for candidates. Furthermore, the continued sharing of sample portfolios offers tangible benchmarks and inspiration for current students. The consistent use of Google Sites provides a stable and accessible platform that seamlessly integrates with existing activities and assignments. Finally, the Digital Portfolio Showcase remains a vital culminating event, offering a significant opportunity for candidates to articulate their growth and receive affirmation from faculty, peers, and the broader university community.

Recommendations

To further enhance the ePortfolio experience at this institution, some improvements are necessary. Although Google Sites offers a user-friendly interface, proactively addressing common technical challenges (such as file sharing permissions and embedding various media) during class meetings will provide additional support. Furthermore, while the existing rubric serves its purpose, there is a need to revise the rubric to ensure candidates are prompted to incorporate additional significant course artifacts, beyond those currently listed on the rubric. This expansion encourages deeper reflection about meaningful work for students, while also amplifying the ePortfolio’s potential impact on their future teaching practices.

In addition to the rubric, artificial intelligence (AI) tools can be used to elevate the ePortfolio’s effectiveness, especially for questions about clarity and cohesive messaging. AI tools could be used to significantly enhance the review process by providing an additional layer of objective and comprehensive analysis. By leveraging AI to review portfolios and offer specific suggestions to improve messaging and design, candidates can gain invaluable insights, refine their portfolios, and create a more compelling and effective representation of their skills and experiences as teachers. This aligns with the work of Yang and Wong (2024), who stated that robust feedback should be a continuous process that includes instructor feedback, peer review, and self-assessment to guide continuous development and improvement of ePortfolios.

Another consideration for the teacher preparation programs to improve the ePortfolio project is to incorporate portfolio assignments that intentionally align with student well-being outcomes. Faculty may benefit from gaining a deeper understanding about which specific portfolio assignments or activities tend to improve these skills, which are an important aspect of the teaching profession. The teaching standards adopted for California, for example, indicate that all teachers must demonstrate professional competence through effective collaboration, communication, and related social skills. The authors of this chapter believe this is a worthwhile inquiry in that improving well-being and interpersonal skills contributes to the positive experiences associated with ePortfolio development.

In conclusion, the integration of ePortfolios has fundamentally transformed the teacher credential programs at this small liberal arts university, fostering deeper learning for students, promoting reflective practice, and providing a powerful tool for showcasing candidate growth and potential. The ePortfolio serves as the culminating signature work for students in these programs, showcasing their continuous growth as teachers. By building upon the successes and thoughtfully addressing areas for improvement, the authors continue developing this important cornerstone of their teacher preparation programs.

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AUTHORS

Dr. Rebecca Birch is an Associate Professor of Education at Dominican University of California. She serves as the Single-Subject Program Director and teaches graduate courses in the Education department. Rebecca began her career as a secondary school teacher in mathematics and technology and later worked as a district technology facilitator and administrator. Dr. Birch received her Ed.D in Educational Leadership with an emphasis in Technology. Rebecca’s research centers on Educational Technology, Digital Literacy, Community Engagement, Social Justice, Anti-Bias Practices, Teacher Preparation Programs and Instructional Rounds. She most recently published a chapter in the book Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms.
Email: rebecca.birch@dominican.edu

Dr. Katherine Lewis is Associate Professor and Co-Chair of the Education Department at Dominican University of California. She has a background teaching elementary school in Texas, Colorado, and California, and now mentors graduate students in TK-12 teaching credential and MSED programs. Her research is grounded in inclusive education leadership, pedagogies of relationality and care, and the professional development of educators. Katherine’s current work explores relational approaches to teaching (pedagogies of with-ness) and human-AI feedback partnerships in graduate education.
Email: katherine.lewis@dominican.edu