Curriculum Mapping and ePortfolios: Embedding a New Technology in Music Teacher Preparation

Autor/inn/en	Rowley, Jennifer; Dunbar-Hall, Peter
Titel	Curriculum Mapping and ePortfolios: Embedding a New Technology in Music Teacher Preparation
Quelle	In: Australian Journal of Music Education, (2012) 1, S.22-31 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Teaching Methods; Music Education; Music Teachers; Portfolios (Background Materials); Portfolio Assessment; Electronic Publishing; Teacher Education Curriculum; Teacher Attitudes; Concept Mapping; Teaching Skills; Student Evaluation; Foreign Countries; Educational Technology; Program Descriptions; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Portfoliobeurteilung; Elektronisches Publizieren; Lehrerverhalten; Concept Map; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulnote; Studentische Bewertung; Ausland; Unterrichtsmedien; Australien
Abstract	This paper discusses how ePortfolios, initially introduced to students in a Music Education degree program on a trial basis, are subsequently being integrated into subjects of this degree program. Discussion includes staff perspectives, and covers the varying ways ePortfolio components are utilised in a range of subject areas, issues staff encounter in introducing ePortfolios into their subjects, methods to adapt existing assessment assignments into ePortfolio tasks, and ways in which the inclusion of ePortfolio work leads to changes in learning and teaching practices. Challenges of assessing in an ePortfolio environment are explored, and a map of ePortfolios in the final years of the degree program is discussed. The mapping process, whereby ePortfolio work is perceived as transitioning into the content of this degree program, is explained and demonstrated. The paper covers the design of the map that targets the sequential development of students' ePortfolio skills through subjects in the degree program. Mapping assessment tasks for any degree program is ongoing, and researchers in this case rely on student products and formal and informal feedback to continue designing assessment tasks in a meaningful way to engage eLearners in developing ePortfolios for use inside and outside this degree program. The process is not about creating more work for students and staff, or re-inventing existing curricula by removing and adding tasks. It is about evaluating existing assessment tasks in this degree program and modifying them to act viably in an information technology environment to reflect and advance student learning. (Contains 3 tables, 1 figure and 4 footnotes.) (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10