Information Technology Reference
In-Depth Information
color, we tend not to consider them in any morphical sense.
However, just as lifts have changed the shape of buildings, and
cars have changed the shape of cities, bits will change the shape
of organizations-be they companies, nations, or social struc-
tures.
(Leer, 1999, p. 386)
As medium, tool, and skill that “makes you digital”, Web portfolios exemplify
Professor Negroponte's statement on the three physiological effects being
digital has on our world. Web portfolios and their integration into the appear-
ance and voice of the new millennium knowledge worker are decentralizing the
structure of organizations that have had traditional roots based on prescribed,
time honored standards, untarnished by the evil pitfalls and obstacles of
technology and new media. One such institution is the K-12 education system.
This system now institutes a teacher portfolio requirement. That portfolio
requirement was previously built on using traditional media to create a two
dimensional portfolio topic. Now, the movement in education is to document
learning and illustrate vocational expertise by having teachers create Web
portfolios, rather than print portfolios that are used for assessment, reflection,
and validation. Teachers now have to become digital. How will they do it? Web
portfolios are the answer. For the teacher, the Web portfolio will as Negroponte
says decentralize, flatten, and make things bigger and smaller at the same time.
One of the things he is referring to is reach and proximity for effective
communication. This is seen in the ability of teachers to communicate with
potential schools anywhere in the world and show off their talents, a viable
reach to a big community. At the same time, locally, the Web portfolio will be
used a barometer for the value of some ones abilities as a teacher who has
progressed with professional development and is actively pursuing lifelong
learning. As well, on the local or small scale, the Web portfolio is also a student
portfolio that will provide a communication platform for others, eventually;
students will spawn their own Web portfolio and begin to continue progression
into a mature knowledge worker in the global information society. It may be true
that a visually strong, content rich Web portfolio may help increase perceived
knowledge worker value, thus building the competitive edge of someone in the
information society. The overall appearance presented by the Web portfolio
may persuade a user and viewer over someone with more experience and a less
than attractive or grounded Web portfolio. This may become an important
factor in computer mediated human communication processes invoked by Web
portfolios. Just as nonverbal communication factors such as appearance play
