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MAPPING , REMEDIATING , AND REFLECTING ON WRITING PROCESS REALITIES : TRANSITIONING FROM PRINT TO ELECTRONIC PORTFOLIOS IN FIRST-YEAR COMPOSITION

New technologies are often introduced to teachers and administrators in terms of their ideal use, and they are often disconnected from issues of context. Accounts of " best practices " in implementing technology can be similarly misleading. While such accounts might provide a sense of what can be done with the technology and the kinds of outcomes that can be achieved, best practices often fail to specify the conditions that contributed to success in a particular context, or to discuss what was involved in learning to use the technology successfully. We trace initial steps in the journey toward best practices, describing the " implementation path " for ePortfolios in first-year composition (FYC) courses at the University of Washington (UW).