Paper 49
ORGANIZING DIGITAL STUDENTDRIVEN PORTFOLIO IN ENGLISH CLASSES
Rositsa Delcheva Atanasova-Mineva
The 5th Primary school „Mityo Stanev”, Stara Zagora
ОРГАНИЗИРАНЕ НА ЕЛЕКТРОННО УЧЕНИЧЕСКО ПОРТФОЛИО В ЧАСОВЕТЕ ПО АНГЛИЙСКИ ЕЗИК
Росица Делчева Атанасова-Минева
Пето основно училище „Митьо Станев“, гр. Стара Загора
Abstract: This article answers a number of problematic issues on organizing an e-learning portfolio, giving
information about its organization in English classes. The papers also draw attention to some relevant web and
mobile tools for compiling an e-learning portfolio, providing guidance for their practical use by students in the
classroom and beyond. Students use the capabilities of digital tools and online platforms Seesaw, Socrative,
wizer.me, eduBuncee and others to create e-learning content (learning evidences) and to allocate and store it
in individual folders for each student.Students can independently record and store their learning activities and
results by organizing their digital portfolio, thus documenting their learning achievements. The teacher organizes
and supports the process by providing students with the tools they need and regulating the time and methods
of their use, as well as defining the content of the portfolio. The student’s digital portfolio can be organized by
students both in the classroom and at home. The digital student- driven portfolio can also be printed on paper
by retaining the appropriate references to hyperlinks and QR codes to the e – learning resources described by it.
Keywords: digital student-driven portfolio, personalized learning, assessment, web tools and mobile apps
