The Future of Education

The electronic portfolio, commonly referred to as an “e-portfolio” is frequently used by educators to assess a breath of student academic performance. Nevertheless, the e-portfolio does not only benefit faculty who utilize its evaluative components. Students also benefit from the process of developing an e-portfolio. This is largely because the creation of a comprehensive e-portfolio which illustrates a breadth of knowledge and experience, almost certainly requires a subsequent reflective process on behalf of its developer. Literature supports the extent of the possibility of students’ reflective process to be used as a meaningful tool for growth, development, and insight formation. Simply, if given proper scaffolding, students can utilize their natural reflective process that emerges during the development of e-portfolios as a means to grow and develop as humans, students, and professionals. In fact, literature supports the development of self-reflective practice as a powerful transferrable skillset allowing one to embrace life and career experiences throughout the lifespan. However, students with low digital self-efficacy may encounter barriers to fully experiencing meaningful self-reflective processes that may emerge during e-portfolio development. Burdened by anxiety and self-doubt regarding the digital and technological aspect of e-portfolios, students with low digital self-efficacy are especially vulnerable to academic related stress which may inhibit their ability to fully realize the transformative nature of self-reflection. This paper will provide an in-depth assessment of this problem as it manifests in, and relates to, Counselor Education, specifically. Recommendations for fostering greater digital self-efficacy among students, in general, will be provided.

Keywords: E-portfolio, self-efficacy, reflective practice, Counselor Education.

References
[1] Griffith, B. A., & Frieden, G. (2000). Facilitating reflective thinking in counselor education. Counselor Education and Supervision, 40, 82-93.
[2] Woodbridge, L., & Brenda, R. O. (2017). Counseling students’ perceptions of journaling as a tool for developing reflective thinking. Journal of Counselor Preparation and Supervision, 9(2). doi:http://dx.doi.org.proxy.cityu.edu/10.7729/92.1198
[3] Wakimoto, D. K., & Lewis, R. E. (2019). School counselors' changing perceptions of ePortfolios: From graduate students to professionals. Internet and Higher Education, 41, 45-50. doi:10.1016/j.iheduc.2019.01.002
[4] Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of ePortfolios: Uses for reflection, development, and assessment. Internet and Higher Education, 21, 53-58. doi:10.1016/j.iheduc.2014.01.002