Blog #6
When I first began building my ePortfolio, I had no idea how personal the process would become. I assumed it would be a straightforward place to upload assignments and blogs—a digital binder to keep everything organized. Instead, it turned into something much more. I quickly learned that an ePortfolio is not just a collection of work. It is a space where your voice, identity, and growth come together in a way that feels both vulnerable and empowering. Voice, as Yancey (2019) explains, is what brings authenticity and personality into digital spaces, and that became true for me as the weeks went on.
Getting Started: The Awkward Beginning
The early stages were honestly uncomfortable. I was not sure how to present myself or what tone to use. As a CCMR Coordinator working with high school students every day, I am used to guiding others through complex decisions. Suddenly, I was in the position my students often find themselves in, unsure where to begin and overthinking every choice.
I spent a lot of time rearranging pages, rewriting sections, and worrying about whether my reflections sounded too formal or too simple. The more I tried to write like a “perfect professional,” the less genuine my work felt. It didn’t reflect the real version of me, the one who supports students, collaborates with teachers, and works behind the scenes to open doors for others.
That is when I realized my ePortfolio needed my actual voice, not a polished version of it. Barrett (2010) reminds us that ePortfolios are most meaningful when they connect personal reflection with professional growth. That idea helped me loosen up and treat each page like a conversation instead of a performance.
Finding My Rhythm
Once I stopped trying to sound impressive, everything began to flow better. I wrote the way I talk to my students when we’re planning their next steps: honest, direct, and encouraging. I started choosing artifacts that showed not only my skills but also the heart behind the work I do in CCMR.
The more I wrote, the more I noticed a shift. I was not just documenting what I had learned, I was explaining why it mattered and how it shaped me. Campbell and Lambe (2021) describe this type of reflection as a way for learners to build ownership and identity, and I felt that happening. My ePortfolio became a space where I could show the highs, the challenges, and the lessons that pushed me forward.
“Your journey shapes you, but your voice defines you.” – Unknown
The Ups and Downs Along the Way
The process was not perfect, there were days when the formatting would not cooperate, links broke, or pages didn’t look the way I pictured them. Those technical frustrations had a way of bringing out my inner perfectionist. It was extremely discouraging and frustrating at times.
There were also moments of doubt where I wondered whether any of this was “good enough.” It reminded me of the same uncertainty students feel when they submit college essays or complete financial aid forms for the first time. Even though I support students through those emotions every day, revisiting them myself made me more empathetic. I understood, in a deeper way, how overwhelming new digital tasks can feel.
But even with the setbacks, there were moments where everything clicked, times when I read a reflection back and thought, This is my voice. This is who I am as an educator.
Looking Forward: Becoming a Digital Leader
Now that the foundation of my ePortfolio is built, I see it as something that will continue to grow with me. It is not finished and I don’t think it ever will be. Instead, it will evolve as my practice, skills, and leadership grow.
As I continue working as a CCMR Coordinator, I want to use my ePortfolio not just as a requirement, but as a leadership tool. It gives me a place to model transparency, share resources, highlight effective practices, and document initiatives that support students and staff. Sheninger (2019) emphasizes that digital leadership is about using technology to strengthen communication, collaboration, and innovation. My ePortfolio allows me to do all of that in a way that feels authentic and aligned with my values.
I also hope it becomes a space that keeps me accountable to my own growth. If I want my portfolio to reflect meaningful progress, then I need to continue learning, reflecting, and pushing myself to try new things, just like I ask my students to do.
Final Reflection
Building my first ePortfolio was a journey I didn’t expect to learn so much from. It reminded me that voice matters just as much as content, and that reflection is not just an academic exercise, it is a way of grounding your identity and purpose in your work.
I walk away from this experience with a stronger sense of who I am as an educator and where I want to grow next. And no matter how much my ePortfolio changes in the future, I hope my voice continues to anchor it by staying honest, reflective, and committed to helping students build futures they are proud of.
References
Barrett, H. (2010). Balancing the two faces of ePortfolios. Educação, Formação & Tecnologias, 3(1), 6–14.
Campbell, N., & Lambe, J. (2021). Student voice and digital portfolios: A pathway to ownership. Teaching and Teacher Education, 103, 103344. https://doi.org/10.1016/j.tate.2021.103344
Sheninger, E. (2019). Digital leadership: Changing paradigms for changing times (2nd ed.). Corwin Press.
Yancey, K. B. (2019). Reflection and ePortfolios. The Journal of Writing Assessment, 12(1), 45–58.