The Internet, with the World Wide Web, has taken the lead role among the sources of information. As such, it affects the thinking and acting of its users, especially younger ones, who grow up with it. This requires supplementing the existing education process with the use of contemporary information and communication technologies (ICT). This doctoral dissertation introduces a pedagogical innovation in the form of an electronic portfolio (ePortfolio) used to support the educational work in the first triad of primary school. It is based on associating the conventional presentation portfolio with emerging educational technologies and web services to form an online collection of multimedia artefacts that represent what an individual or a group has learned and experienced over time. In contrast to a classic presentation portfolio, where the content is represented by a folder of paper records, an ePortfolio allows the participants of the educational process to create, store, and share the artefacts by means of ICT. The qualitative action research presents experiences and explores opportunities for the application of the ePortfolio in the form of a classical website or blog. In addition to innovating and assessing its didactic value, special attention was paid to the development of digital literacy and reflection skills. The outcomes are reported in the form of advantages and disadvantages for the use of an ePortfolio in the classroom, and as careful examination of the received feedback from participating pupils, parents, and teachers. The purpose of this new pedagogical approach is to encourage pupils to become active participants and creators of a web-based learning environment in which their knowledge is represented and shared in the form of various authentic materials and reflections. The results of the action research reveal that proper use of modern educational technology efficiently complements and improves traditional teaching practice, as well as enables pupils to obtain richer and broader knowledge. It turned out that the ePortfolio can be applied as an effective teaching tool to help pupils achieve curriculum objectives, contributes to the development of digital literacy, and supports the acquisition of reflection skills. The research findings suggest possibilities for the successful integration of digital literacy goals in the process of traditional literacy training and represent solid grounds for further research and development. Competent use of web technologies in the classroom therefore stimulates new ways of thinking and development of digital literacy skills, while the acquired knowledge not only helps achieve the educational objectives, but also breaks new ground for active participation in the information society.
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