Improving Literacy and Metacognition with Electronic Portfolios: Teaching and Learning with ePEARL

Autor/inn/en	Meyer, Elizabeth; Abrami, Philip C.; Wade, C. Anne; Aslan, Ofra; Deault, Louise
Titel	Improving Literacy and Metacognition with Electronic Portfolios: Teaching and Learning with ePEARL
Quelle	In: Computers & Education, 55 (2010) 1, S.84-91 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.12.005
Schlagwörter	Portfolios (Background Materials); Achievement Tests; Metacognition; Learning Processes; Writing Skills; Computer Uses in Education; Pretests Posttests; Elementary School Students; Literacy; Student Improvement; Foreign Countries; Teaching Methods; Instructional Effectiveness; Comparative Analysis; Educational Technology; Technology Integration; Computer Software; Multimedia Materials; Canada + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Writing skill; Schreibfertigkeit; Computernutzung; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsmedien; Kanada
Abstract	Can an electronic portfolio that is both a multimedia container for student work and a tool to support key learning processes have a positive impact on the literacy practices and self-regulated learning skills of students? This article presents the findings of a yearlong study conducted in three Canadian provinces during the 2007-2008 school year initially involving 32 teachers and 388 students. Due to varying levels of implementation our final data set included 14 teachers and 296 students. Using a non-equivalent pre-test/post-test design, we found that grade 4-6 students who were in classrooms where the teacher provided regular and appropriate use of the electronic portfolio tool ePEARL (i.e., medium-high implementation condition, n = 7 classrooms and 121 students), compared to control students (n = 7 classrooms and 175 students) who did not use ePEARL, showed significant improvements (p less than 0.05) in their writing skills on a standardized literacy measure (i.e., the constructed response subtest of the Canadian Achievement Test-4th ed.) and certain metacognitive skills measured via student self-report. The results of this study indicate that teaching with ePEARL has positive impacts on students' literacy and self-regulated learning skills when the tool is used regularly and integrated into classroom instruction. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10