Technology education faces multiple challenges in the new millennium. In light of an increasing, overlapping and widening spectrum of technological fields of study, it has become imperative for students to be able to articulate their course of study and for technology departments to be able to assess the intended outcome of their program of study. The traditional approach of teaching one course at a time and assessing independently does not fully accomplish the requirements that educational regulations are mandating. Thus, a new direction is required in teaching the students how to articulate their education and for the academic departments to be able to provide assessment tools for measuring the cumulative performance of their students. This study describes the preliminary experience of one technology department in introducing digital portfolio as a requirement for their students. The Technology Support and Training (TST) program - Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) now requires students to prepare a digital portfolio during their capstone course. This paper explains the steps that this department has taken to implement using digital portfolio as a requirement for their graduating students. While this work is at the earliest stages, the author of this paper acknowledges that more work needs to be done in order to further implement the requirement of the digital portfolio for their students. Thus, the authors plan another study that further tackles the issues highlighted in this paper.