It is likely that this image causes immediate fear or anger like it does with me. I, like many other students were required to use this particular ICT for the course EDX1280. This post is not about criticising this course, but thinking about my initial perceptions of using the ePortfolio system and challenging these thoughts.

When completing my course all of my anger and frustration was focused on the ePortfolio system. I made comments like “Why will this not let me embed this video?” and “Why is the writing format of the ePortfolio so messy?” Never once did I think that the problem may not be with this ICT, but the lack of support systems provided by the course itself.

Unlike EDX1280, EDC3100 (this course) has so far provided us with ‘how to’ documents, links to help pages and much more. However, we are still required and expected to explore solving our own problems as well. Thinking of this from a teacher’s perspective, we cannot just expect students to be able to use every ICT we introduce in the classroom. We need to provide support systems for using these ICTs, while also allowing students to experiment with them and solve some of their own problems that can pop up when using ICTs.

When using ICTs in the classroom it might be a good idea to give each student a copy of this flowchart or simply put it up in the classroom for students to refer to when they are experiencing problems with ICTs. It’s not to encourage teachers to be lazy, instead I see it as a resource that would encourage students to actively solve the problems the individually face with ICTs. Overall, it will help them to be more confident with ICTs and will also improve their ICT skills.

Similar to my experiences with the ePortfolio system, you can find Ally’s inspirational recap of her journey with the ePortfolio system here.

University of Southern Queensland [USQ]. (n.d.). Welcome to the USQ ePortfolio System [Image]. Retrieved March 6, 2014, from