ICT integration, e-portfolios, and learning as an activity-reflection cycle

Year: 2002

Author: Richards, Cameron

Type of paper: Abstract refereed

This paper will outline a practical model of Information and Communication Technology (ICT) integration which further addresses the convergent need for an applied approach to different types of learning in the digital age. The model will be discussed in terms of the connection between two related notions: (a) that the most effective learning with ICT tools or media takes place as some variation of a basic 'activity-reflection' cycle; and (b) that a hypermedia portfolio provides an effective framework for connecting both higher-order and 'competency' modes of the learning process with assessment in both the formative and summative senses. The activity-reflection e-portfolio is conceived as a useful model of student learning and assignment work which might be adapted for various subjects and contexts in different ways. However, its greater significance is that it represents a strategy for ICT integration in education which further promotes active learning in terms of interactive, student-centred, and innovative approaches-in contrast to residual transmission or industrial -age views of learning as basically a process of information delivery and skill acquisition.