The importance of self-regulated learning (SRL) for the development of expertise and lifelong learning has been highlighted by researchers. Teachers who are self-regulated are active agents in their learning process, which involve attempts to monitor and regulate their cognition, motivation, emotions and behavior with respect to their learning goals and contextual conditions. 
In the area of SRL, there has been an increased interest in digital tools given their affordances for the prompting and scripting of SRL processes.  Instead of delivering explicit instruction in the functional and knowledge base of self-regulation as is the case with many attempts to develop SRL, these tools support SRL by engaging individuals in self-regulatory practices and activate key regulation processes.  The digital tools increase awareness of an individuals own and others’ learning processes; enables individuals to articulate their own learning on both an individual and a social plane, thus allowing for the co-construction of knowledge and more social forms of regulation to take place.  These technological tools further support processes as reflection, inquiry, planning, goal-setting, monitoring and evaluation.
To advance teacher learning, development and expertise, it is advocated for systematically examining the Digital Portfolio and how it can support teachers in their development of SRL.  In considering the potential of the Digital Portfolio, illustrations will be taken from the context of teacher education in Singapore with implications for policy, technology and pedagogy considered.

Dr. Stefanie Chye is an Assistant Professor at the Psychology and Child & Human Development Academic Group and Assistant Dean of Teacher Leadership and Professional Inquiry at the Office of Teacher Education, National Institute of Education, Nanyang Technological University, Singapore. She obtained her BA (Education, Hons C1) and MEd from the University of Sydney, Australia, and her PhD (Education) from NTU.  She holds a Certificate for Teaching in Higher Education from the Derek Bok Center for Teaching and Learning, Harvard University.  
Prior to joining NIE, Stefanie was teaching at a local polytechnic where she was also involved in staff training, research, and curriculum development for both in-house as well as external organisations. She has experience teaching in primary and secondary schools and has previously taught adult learners at a private university.  Stefanie currently teaches across pre-service, in-service and graduate programmes. 
Stefanie is Editor of the journal of Educational Research, Policy and Practice (ERPP), Associate Editor for the International Journal of Problem-Based Learning (IJPBL) and serves as a reviewer for both local and international journals. She is Vice-President of the Educational Research Association, Singapore (ERAS) and a member of the council of the World Educational Research Association (WERA).  She also serves on the school advisory board for a local primary school.