ABSTRACT
Eportfolio technology actively supports new pedagogical choices. The opportunities these tools provide for self-representation and publication coordinate with the ongoing shift in education toward a constructivist learning model. This chapter discusses the ways in which eportfolio technology influences, or has the potential to influence, teaching and learning. More basically, an eportfolio consists of “evidence of curricular or cocurricular achievement and reflection”. Eportfolio practice is flexible and varied, making it challenging to come to a shared understanding of what is meant by eportfolio. The basic structure of an eportfolio—a collection of digital artifacts and commentary about the collection—can be produced using a wide range of software. One fundamental breakdown among eportfolio tools involves their source of production. Commercial vendors, open source project teams, and homegrown development shops all produce eportfolio tools—with commercial vendors developing the majority of widely available tools.
