Spendlove, D. & Hopper, M. (2006) ‘Using ‘Electronic Portfolios’ to Challenge Current Orthodoxies in the Presentation of an Initial Teacher Training Design and Technology Activity’ International Journal of Technology & Design Education, [online] 16 (2), pp177-191 Available at: http://web.ebscohost.com/ehost/pdf?vid=4&hid=101&sid=2bdd4244-5c85-48ae-9785-f6e19a7cfad4%40SRCSM2 (accessed 24 July 2007)
Spendlover and Hopper’s article describes the way that they see the use of e-portfolios for presenting an initial teacher training design and technology activity. As such, the content has a significant emphasis on presentation of a design process. In this context, the authors state that the primary use for an e-portfolio is for “reflective, design practice within a structured educational design challenge.”
Additionally, there is recognition of this output being of use in terms of employability, so it’s significance related to our wider context is of presentation of capabilities for employability. Interestingly, the findings report that “The majority of undergraduates within the group had completed courses at Advanced level in their chosen discipline and arrived at university with a firmly established perception of the ‘legitimised’ purpose, content and mode of presentation of the ‘design portfolio’.” (p.181) This adds substance to the understanding that practitioners are heavily influenced by their subject culture, and here, as to what they see as culturally (subject) valid for their peer and employer networks.
