This presentation discusses the introduction of a digital portfolio tool, SeeSaw, (https://web.seesaw.me)
into a post-primary French language classroom in the Republic of Ireland. This Action Research study was
undertaken in order to examine the potential impact of this digital tool on a group of students during their
first year of French language education. This study examines how the students exploited and interacted
with Seesaw for specific written and oral language tasks and presents a number of considerations with
regard to the optimum manner in which to integrate a digital portfolio. Furthermore, this presentation
includes practical considerations with regard to implementing Seesaw as part of whole group classroom tasks
and also its exploitation for creative and deeply personalised learning activities. The presentation also
discusses the emergence of two distinct student roles during this process: namely “Content Creator” and
“Content Curator” roles. Specific examples from the data wil highlight these personalised spaces
inhabited by the students. Furthermore, this paper shall take into account the many challenges which
currently exist for teachers and practitioners who wish to use technology in Irish classrooms. The
paper concludes by providing a number of considerations with regard to developing an effective pedagogical
approach when integrating a digital portfolio for language learning purposes.