Teaching portfolios have become commonplace in many teacher preparation programme as a means to measure teacher candidates’ readiness to teach. Borrowed from other professions such as art, photography, fashion, advertising, and architecture, portfolios historically have comprised ‘best practice’ samples of professional work organized into various storage vessels including folders, containers, and attaché cases (Bird, 1990). The teaching portfolio, while building upon such previous uses, expands the boundaries of the best practice focus when incorporated as a tool with which to capture the complexity of learning to teach. While much of the research literature focuses on the more traditional paper and pencil format of teaching portfolios, the increased integration of technology into the Electronic portfolios,