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The study analyzes pupil interview data (N=38) using data-driven content analysis to identify main functions and perceived benefits. Findings show the ePortfolio implemented via the iPad app Book Creator is workable and becomes a natural part of the work process, supporting information management, communication, and development verification. Benefits include stronger memory through documented activities and deeper conceptual rehearsal, aiding assessment balance for design and making.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-functions-and-benefits-of-the-eportfolio-in-craft-education-at-the-primary-level/599788/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-functions-and-benefits-of-the-eportfolio-in-craft-education-at-the-primary-level/599788.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of using an ePortfolio in primary craft education in this study?","Question",{"text":112,"@type":113},"The study aims to examine pupils’ experiences with an electronic portfolio and identify the method’s main functions and perceived benefits in craft education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How long did pupils use the ePortfolio in the research?",{"text":117,"@type":113},"Pupils used the ePortfolio for a three-year period, starting from grade 3 and continuing through the end of grade 5.",{"name":119,"@type":110,"acceptedAnswer":120},"What key functions and benefits did pupils associate with the ePortfolio?",{"text":121,"@type":113},"Pupils identified key functions including collecting and managing information, supporting communication, and verifying development. 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This article emphasizes the functions and the benefits of the ePortfolio method and outlines general user experiences based on pupil interviews (N=38), which recounted user experiences from the start of subject teaching in the 3rd grade. Data-driven content analysis with a summative approach was used to analyse these interviews. The results indicate that an ePortfolio (realized through the iPad application, Book Creator) is a workable method in craft education. When the use begins during the early school years, it is experienced as a natural part of the work process. The identified key functions were collection and management of information, communication and verification of development. The experienced benefits were related to supporting the working process; activities documented by the ePortfolio appeared to operate as stimuli to memory and elicited rehearsing of concepts in away that deepened understanding of the past experiences. The ePortfolio method offers a balancing opportunity to regard design and making process in assessment. Despite being based on the pupils’ experiences, the results are relevant and useful for teachers when improving their pedagogical practices.  \nKey words  \nePortfolio, primary school, craft education, user experience, Design and Technology, D&T  \nIntroduction  \nThe aim of the present study was to examine pupil’s experiences using an electronic portfolio in craft education and to identify what they took to be the main functions and benefits of this method. Portfolios, from paper to electronic versions, are well known and implemented in academia around the world as well as more widely in the educational field (Stevenson, 2006; Tosh et al, 2006; Walz, 2006) . However, most of recently published research has focused mainly on the development of teaching pupils how to create an ePortfolio rather than investigating how the young students use portfolios in classroom. According to Barrett (2003), portfolios should be studied as a means to increase pupils’ own understanding of their learning; more importantly, it is to be expected that the portfolios  \nwould demonstrate a deeper level of pupils’ personal growth over a long time period. In the setting of the present study, we have taken into account Barrett’s recommendations and focused our study on the long-term use of an electronic portfolio during the primary school pupils’ craft education from grade 3 onward. This kind of research setting is rare internationally as well as nationally. Moreover, this study aims at cultivating knowledge and competence needed for supporting the future digitally mediated curriculum reforms.  \nBasic education in Finland encompasses nine years (called Comprehensive school) and provides education for all children between 7 to 16 years. Primary school entails grade 1 to 6 (7-12 years old pupils) and Secondary school involves grade 7 to grade 9 (13-16 years old) . Craft education – previously textile and technical work-has a 150-year long history in the Finnish school system as an independent and obligatory school subject (SeitamaaHakkarainen 2010; Syrjäläinen and Seitamaa-Hakkarainen, 2014) . The National Core Curriculum reform in 2016 is bringing changes to craft teaching arrangements as well as to assessment (FNBE 2014) . The recently launched curriculum emphasizes, among other things, seven transverse (cross-subject) competences as generic learning goals. Implementation of technology (ICT) and multiliteracy are the two competences which touch most closely the focus of this study. ","cbCaingcugDuNDSI","https://ap.wps.com/l/cbCaingcugDuNDSI","pdf",1188552,12,"English","# Introduction\n# Usage of ePortfolios\n# Research\n# The Functions and Benefits of the ePortfolio in Craft Education at the Primary Level","[{\"question\":\"What is the main purpose of using an ePortfolio in primary craft education in this study?\",\"answer\":\"The study aims to examine pupils’ experiences with an electronic portfolio and identify the method’s main functions and perceived benefits in craft education.\"},{\"question\":\"How long did pupils use the ePortfolio in the research?\",\"answer\":\"Pupils used the ePortfolio for a three-year period, starting from grade 3 and continuing through the end of grade 5.\"},{\"question\":\"What key functions and benefits did pupils associate with the ePortfolio?\",\"answer\":\"Pupils identified key functions including collecting and managing information, supporting communication, and verifying development. Reported benefits related to supporting the working process, strengthening memory via documented activities, and enabling rehearsal of concepts that deepened understanding.\"}]","The Functions and Benefits of the ePortfolio in Craft Education at the Primary Level | PDF",1792089442]