whatisit

It was not until I had to answer this question that I actually realized what an immense tool this electronic-portfolio really is. As a learner, one important purpose of the e-portfolio is to reflect on what I have learned. As in any portfolio, it is a place to display my work. I am forced to reflect on what I did throughout the course and find evidence that proves that I indeed learned something. Personally, this on-line resource gives me the ability to store and organize my most prized possessions as a student: research papers, projects, and homework. Even as a teacher, I can locate lessons, units, etc. when I need to access them for my classroom. With all the issues associated with typing, saving, and finding your work once the course has ended, having one place to store these things is one of the values of having this on-line portfolio.
As a teacher, the e-portfolio acts as a link between what I do on my job to what I have learned as a student. I am able to show that I connect what I am leaning in my coursework to what I am teaching in my classroom. This is an excellent resource to have as a professional teacher if I would ever need to make changes in my career.
As time passes, and I continue to add pieces to this e-portfolio, the professional purpose of this e-portfolio deepens. The directors of MISEP, the contributors, my instructors, I, and all other interested parties will be able to see my growth as a student as a teacher. This is important to me in terms of taking on a leadership role.

The purpose of your Penn STI “learning portfolio” is to provide you with:

(1) an alternative and personal means (vs. exams, course grades) to demonstrate and provide evidence for, what and how you have learned and what and how you have changed as a result of your Penn STI program experiences, and
(2) a substantial piece of technological work through which you can demonstrate your increased technological capabilities.

Fundamental Aspects of the Penn STI and the Learning Portfolio:

• What have you learned through the Penn STI science content courses?
• What have you learned through the Penn STI science education courses?

And how has your learning through your Penn STI experiences impacted and/or affected:

•    You as “reflective learner” – What science have you learned? How have you used this new knowledge? What have you learned about yourself as a learner?
•    You as a “reflective science teacher” – What science and pedagogy have you learned that you are now using in your teaching? What have you learned about yourself as a teacher? About your classroom, your curriculum and your assessments?
•    You as a “reflective science education leader” – What impact has your increased knowledge had on you as a leader? What type of leader are you? What have you learned about your building, colleagues, department, and school?
•    What lies ahead for you as a learner, a teacher and a leader?