1. General description This paper deals with the phenomena of the interrelated cycle of technological and pedagogical innovation which is theoretically still poorly understood (Sesink 2008; Klebl 2007). It is part of a doctoral thesis to be finished within the next study year (2009/2010). 1.1. Problemstatement In almost any global, regional and national trend study or conference on the future of education, information and communication technologies (ICTs) and the internet appear as a major determinant for shaping education1. However, while diffusion of technological hardware, internet infrastructure and services has been heavily funded in the industrialised countries lately, a European widespread implementation of ICTs enhanced pedagogical innovation cannot be empirically traced by educational research (Reinmann 2006). Maybe the difficulty lies in ignoring the fact that an e-learning innovation process is a multidimensional process, with two interrelated, but distinct components of e-learning: • The emergence, design and adoption of the e-learning technology innovation and • The emergence, design and adoption of the e-learning pedagogy innovation. At any given point in time the adoption of e-learning can be undergoing different adoption cycles, a phenomena also called “e-learning chasm” (Elgort, 2005). This can be currently viewed especially in the case of e-portfolio, which is in my view both a technical and a pedagogical innovation, potentially serving self-organised learning competences (Hornung-Prähauser/Luckmann 2008). E-portfolios are regarded as an instrument for alternative assessment and offer the potential for designing real learning time (see Hascher 2007: 296 pp). However, we miss a theoretically based methodological approach as guidance to do further high-qualified research on the value and impact of E-portfolios on teaching and learning in Europe. 1.3. Research objectives • describing the mutual relationship of innovative ICTs and pedagogical paradigms in technology enhanced learning throughout history. • providing a systematic, interdisciplinary synopsis of relevant theoretical strands in the field of educational research, media pedagogy, philosophy of education and technology, educational, media and technology sociology, communication science, informatics and instructional design, as concerns the question of the role of ICTs in education and the interface between technological and pedagogical innovation. • analysing interconnections, strengths and weaknesses of relevant theories and applying them to explain the „e-portfolio chasm“. • developing a theoretically based model on determinants shaping the e-learning innovation cycle and how to design the process of implementing a technological innovation leading to a pedagogical innovation on the macro-, meso and micro-level of education.

2. Theoretical framework and methods Focus of the literature synopsis lies on the classical representatives of eduational thinking, but also on the newer schools of thought, proposing a dialectical relationship between technology/ internet as socio-techno-economic system and societal systems. These systems develop “alongside each other” and can be considered as reciprocal and co– evolutionary (Hofkirchner 2007; Andrews and Haythornthwaite 2007). Different views and theoretical approaches about the role of technology/internet/media in education, about factors influencing the e-learning innovation cycle and societal interdependence between the various e-learning actors • on the macro-level (educational system), • on the meso-level (educational institution) and • on the microlevel (learner, teacher, facilitator) will be analysed (see model of sociology by Esser on : Brüsemeister T. 2008: 13-17). These findings should be exemplified by an comprehensive meta-analysis of research reports and studies presented at the last ten eportfolio conferences see www.e-portfolio.eu.

3. Expected Outcomes/results The thesis should make aware about the intertwined development of ICTs and digital media and its role and value in influencing pedagogical paradigms and vice versa in Europe. One result is a theoretical framework that provides guidance upon which one can range his/her empirical and applied research work. It will offer a pebble in the pursuit of developing a theory on ICT based educational innovation and thus might be used to draw a theory based European and national educational policy for ICT in education. Finally, it will offer a catalogue on unsolved research questions in the field of future E-portfolio research and politics.