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1. Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates (EJ850956)
Author(s):
Ntuli, Esther; Keengwe, Jared; Kyei-Blankson, Lydia
Source:
Early Childhood Education Journal, v37 n2 p121-126 Oct 2009
Pub Date:
2009-10-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Portfolios (Background Materials); Qualitative Research; Teacher Education Programs; Student Attitudes; Portfolio Assessment; Case Studies; Student Teacher Attitudes; Computer Assisted Testing; Technology Uses in Education; Student Needs; Early Childhood Education; Use Studies
Abstract: The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students' technology skills--train students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption, there is the need to assess students' perceptions of electronic portfolios, and especially to explore the benefits and challenges students face in using electronic portfolios in their course work. Using a qualitative research design, the current study explored teacher candidates' attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession. Such a study is necessary to help administrators identify students' needs to ensure that they are gaining the maximum benefits from the use of electronic portfolios in their programs of study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Using Electronic Portfolios for Second Language Assessment (EJ865426)
Cummins, Patricia W.; Davesne, Celine
Modern Language Journal, v93 ns1 p848-867 Dec 2009
2009-12-00
Journal Articles; Reports - Evaluative
Descriptors: Portfolios (Background Materials); Evaluation Methods; Student Evaluation; Portfolio Assessment; Second Language Learning; National Standards; Electronic Equipment; Foreign Countries; Second Language Instruction; Computer Assisted Instruction; Language Proficiency; Biographies
Abstract: Portfolio assessment as developed in Europe presents a learner-empowering alternative to computer-based testing. The authors present the European Language Portfolio (ELP) and its American adaptations, LinguaFolio and the Global Language Portfolio, as tools to be used with the Common European Framework of Reference for languages and the American national standards, which reference the American Council on the Teaching of Foreign Languages proficiency scale. The ELP's characteristic three-part format, consisting of a language passport, a language biography, and a dossier, builds on earlier research on portfolios and second language assessment. The portfolios' qualitative assessment complements other types of quantitative assessment measures. The authors also explore the unique affordances offered by electronic portfolios to connect teaching and learning to assessment, discuss the effectiveness of portfolios as an assessment tool, and point to future directions for e-portfolio research and development for language learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. E-Portfolios Come of Age (EJ868489)
Waters, John K.
T.H.E. Journal, v36 n10 p23-29 Nov-Dec 2009
2009-00-00
Journal Articles; Reports - Descriptive
Descriptors: Electronic Learning; Portfolios (Background Materials); Web Sites; Electronic Publishing; Educational Technology; Social Networks; Computer Software Reviews; Courseware; Technology Integration; Influence of Technology; Technology Uses in Education
Abstract: Industry analysts say the systems have reached a mature adolescence, having grown from mere electronic filing cabinets into multimedia platforms that can operate with a variety of e-learning tools. Their fullest potential still lies ahead. This article talks about electronic portfolios--better known as e-portfolios, and how e-portfolios are taking on new capabilities by integrating with a range of other e-learning technologies. E-portfolios were among a handful of maturing educational technologies that have cleared the fin and are now heading, slowly, toward mainstream adoption. The sexiest e-portfolio enhancement of the moment is social networking technology (blogs, wikis, IM, etc.). Helen Chen, research scientist at Stanford University's Center for Innovations in Learning, has been investigating how social networking services, such as Facebook and MySpace, might help e-portfolio developers evolve their systems to better serve the digital natives who use them. The author presents a sampling of some of the major providers of e-portfolios that are jostling for position in the marketplace. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Comprehensive Assessment of Student Collaboration in Electronic Portfolio Construction: An Evaluation Research (EJ838557)
Wang, Charles Xiaoxue
TechTrends: Linking Research and Practice to Improve Learning, v53 n1 p58-66 Jan 2009
2009-01-00
Descriptors: Portfolios (Background Materials); Portfolio Assessment; Learning Strategies; Program Effectiveness; Educational Technology; Technology Integration; Measures (Individuals); Preservice Teacher Education; Cooperative Learning; Student Evaluation; Instructional Effectiveness; Education Courses; Computer Uses in Education
Abstract: Over the past four years, the Technology Proficiency Self-Assessment (TPSA) created by Ropp (n.d.) and the Student Information Survey designed by Shoffner (2007a) were used to monitor the technology integration competence of pre-service teachers in a technology integration course at Georgia State University. The data collected and class observations indicated that the pre-service teachers had low technology proficiency and limited understanding of the theoretical framework behind technology integration. These limitations presented a challenge to pre-service teachers when they were trying to complete their electronic portfolios in the technology integration course (Wang, 2005). To meet this challenge and to maximize learning during portfolio construction, the pre-service teachers were encouraged to construct their electronic portfolios collaboratively. This paper reports on the findings of a study conducted to evaluate the effects of student collaboration on electronic portfolio construction. This study tried to answer two research questions: "What are the effects of student collaboration in electronic portfolio construction?" and "Since portfolio construction is usually an individual process, is it appropriate to have students construct their portfolios through collaboration?" The answers to these two questions are positive and encouraging. The assessment results indicated that collaboration in electronic portfolio construction in this technology integration course produced better electronic portfolios, created positive learning experiences, and generated a positive impact on students' technology proficiency. The study results echoed findings from other studies where collaboration as a learning strategy was effective in promoting student learning and performance and where collaboration offered more advantages than working individually due to positive interdependence, individual accountability, promotive interaction, and access to a combination of complementary expertise. (Contains 8 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Turkish EFL Student Teachers' Perceptions on the Role of Electronic Portfolios in Their Professional Development (ED502674)
Kocoglu, Zeynep
Online Submission, Turkish Online Journal of Educational Technology - TOJET v7 n3 article 8 Jul 2008
2008-07-00
N/A
Descriptors: Portfolios (Background Materials); Student Teachers; Professional Development; Foreign Countries; English (Second Language); Thinking Skills; Language Teachers; Student Teacher Attitudes; Interviews; Information Technology; Job Search Methods; Cooperation
Abstract: There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers' perceptions on the role of e-portfolios in their professional development. Therefore, this descriptive study investigated the perceptions of EFL student teachers on e-portfolios as a learning tool. Results of analysis of student teachers' interviews identified several themes, indicating that e-portfolios helped student teachers keep current with innovations in the digital world; a fancy tool that serves them in the job search; and a collection of materials that showed their best work; an opportunity to work collaboratively which in turn support their ongoing professional development. However, the student teachers in this study did not believe that electronic portfolios can be an important tool to develop reflective thinking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Teacher Candidate Portfolios: Routine or Reflective Action? (EJ863330)
McIntyre, Christie; Dangel, Julie Rainer
Action in Teacher Education, v31 n2 p74-85 Sum 2009
Descriptors: Portfolios (Background Materials); Teacher Education Programs; Portfolio Assessment; State Standards; Cooperating Teachers; Teacher Attitudes; Interviews; Epistemology; Elementary School Teachers; Student Teaching; Instructional Design; Educational Strategies
Abstract: Documentation is sparse regarding outcomes associated with teacher education portfolios and the quality of the reflections contained within the portfolios. This collective case study of six teacher candidates enrolled in an elementary teacher education program at a large midwestern university explores the outcomes of developing a portfolio based on state standards. The first question focuses on the outcomes of the portfolio process for the teacher candidate; the second is an investigation of the critical events that facilitate outcomes associated with the portfolio; the third addresses the nature and quality of reflections that accompany portfolios. The constant comparative method is used to analyze data within and among the six cases. Data sources include electronic portfolios, observations of portfolio seminars, and interviews with teacher candidates, cooperating teachers, and center coordinators. A reflexive journal is used to increase the overall trustworthiness. The study identifies four outcomes of this portfolio process for the teacher candidates: It increased their understanding of standards; it supported the organization and articulation of their thoughts; it encouraged them to reflect; and it provided a snapshot of their professional growth. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Digital Career Portfolios: Expanding Institutional Opportunities (EJ846157)
Willis, Lucinda; Wilkie, LeAnn
Journal of Employment Counseling, v46 n2 p73 Jun 2009
2009-06-00
Descriptors: Technical Support; Portfolios (Background Materials); Educational Technology; College Faculty; Partnerships in Education; School Business Relationship; Small Colleges; Majors (Students); Educational Administration
Abstract: Faculty at a small university discussed digital portfolios for technology support students who were entering the senior year without a portfolio that illustrated their knowledge and skills for potential employers. Business leaders expressed the need for graduates to demonstrate technological skills and other critical competency areas. Recent trends replace the traditional resumes and portfolios with digital portfolios, which capture student accomplishments by electronic methods. The authors note that smaller institutions may not have the funding, administrative support, or technical support necessary for such large-scale projects. They discuss how smaller institutions can provide students with opportunities to develop digital portfolios despite these constraints. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Reflection Game: Enacting the Penitent Self (EJ858156)
Macfarlane, Bruce; Gourlay, Lesley
Teaching in Higher Education, v14 n4 p455-459 Aug 2009
2009-08-00
Descriptors: Portfolios (Background Materials); Higher Education; Hidden Curriculum; Teacher Certification; Reflection; Evaluation; Electronic Learning; Criticism
Abstract: The educational equivalent of the reality show is the reflective assignment, often associated with the linked contents of a teaching "portfolio." This form of assessment is now increasingly common in higher education and examples can be found in subjects such as nursing or teacher education. Students are asked to reflect on their workplace experiences and, in the process, link the theory of their subject with what they encounter in the hospital, school, university or other workplace setting. This often relies on a tedious, "court of law" style process of documentary collation in which an assessor checks that certain pieces of "evidence" have been presented. In the case of teaching portfolios, this invariably includes examples of peer observation. Portfolios also normally include some kind of "reflective commentary" where the student is expected to link their experience of practice with the theoretical constructs of the subject. However, less explicit attention is paid to other, more subtle forms of "evidence" required to be displayed in these accounts, via what might be termed the "hidden curriculum" of emotional performativity. In exploring the hidden curriculum, the authors will focus on the reflective commentaries found within portfolios produced by those pursuing university "learning and teaching" certificates. Their criticisms of this means of assessment though might apply equally to other subject areas. The intention of this short article is to open up a debate about the use of reflection in the assessment of students in higher education. The authors start with three tips for anyone starting on a learning and teaching certificate who wants to be a true portfolio "star." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Interrater Reliability of a Team-Scored Electronic Portfolio (EJ858537)
Yao, Yuankun; Foster, Karen; Aldrich, Jennifer
Journal of Technology and Teacher Education, v17 n2 p253-275 Apr 2009
2009-04-00
Descriptors: Interrater Reliability; Portfolio Assessment; Generalizability Theory; Electronic Publishing; Portfolios (Background Materials); Teacher Certification; Teamwork; Scoring; Teacher Education Programs
Abstract: This study applied generalizability theory to investigate the interrater reliability of a team-scored electronic portfolio required for initial teacher certification. The sample consisted of 31 preservice teacher portfolios which were assigned to three groups of portfolio review teams. The review teams, which had received several rounds of training at the program and team levels, used a team-based approach to score the portfolios. The results found acceptable level of interrater reliability for the portfolio composite scores, both on the original scale and a converted scale. Results for the subsection scores varied greatly. Implications of the study for teacher education programs were provided. Key words: interrater reliability, electronic portfolio, teacher certification Please note that this is a resubmission of a paper originally titled "Generalizability study of a team-based scoring approach for an electronic portfolio" (26279). We have revised the paper based on the detailed feedback from the reviewers and the editor. We appreciate the opportunity for revising and resubmitting the paper. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Use of Digital Video in Physical Education (EJ865225)
Weir, Tony; Connor, Sean
Technology, Pedagogy and Education, v18 n2 p155-171 Jul 2009
2009-07-00
Descriptors: Electronic Learning; Feedback (Response); Portfolios (Background Materials); Physical Education; Program Effectiveness; Physical Education Teachers; Portfolio Assessment; Secondary Schools; Program Design; Educational Assessment; Inservice Teacher Education; Professional Development; Student Motivation; Time Management; Student Evaluation; Formative Evaluation; Summative Evaluation; Foreign Countries; Educational Technology; Technology Integration; Computer Uses in Education; Video Technology; Computer Software
Abstract: This paper details the technical and operational aspects of a project investigating the role of digital video in physical education in 12 Irish schools over a period of two academic years. The project design involved a qualitative investigation into the use of digital video in three areas of physical education, namely teaching, learning and assessment. The group of physical education teachers who implemented the project received intensive training in the use of the technology initially and were also given additional training to meet the evolving needs of the project over its duration. The time demands placed on the team in terms of planning and preparation and post-production work were recorded. The motivational effect of the use of the technology on students was noted. The capacity of the technology to provide focused feedback on performances was examined through the reviewing of video clips of students' performances in physical education lessons. The use of digital video as an aid to both formative and summative assessment in physical education was also examined. Aspects of assessment for learning were used in providing a cohort of students with opportunities to set their own learning goals and evaluate their own learning while compiling electronic learning portfolios. A total of 31 such portfolios were collated. An examination of the use of digital video technology as a means of assessing practical performances was also undertaken. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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