Electronic Portfolios in Grades One, Two and Three: A Cautionary Tale

Autor/inn/en	Kotsopoulos, Donna; Lee, Joanne; Cordy, Michelle; Bruyns, Susan
Titel	Electronic Portfolios in Grades One, Two and Three: A Cautionary Tale
Quelle	In: Technology, Pedagogy and Education, 24 (2015) 5, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2014.961952
Schlagwörter	Portfolios (Background Materials); Electronic Publishing; Grade 1; Grade 2; Grade 3; Elementary School Students; Elementary School Teachers; Urban Schools; Documentation; Content Analysis; Teacher Surveys; Technology Uses in Education; Planning; Training; Mathematics Instruction; Statistical Analysis; Barriers + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Dokumentation; Inhaltsanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ablaufplanung; Planungsprozess; Ausbildung; Mathematics lessons; Mathematikunterricht; Statistische Analyse
Abstract	Some electronic portfolios (EPs) developers are proposing that EPs are suitable for implementation in primary education (i.e. kindergarten to grade three). Yet, empirical research evaluating the implementation and efficacy of EPs used in primary school settings at both the teacher and the student level is scarce. In this research, the authors attempted to implement EPs in grades one, two and three (approximate ages 6 through 8). EPs were reviewed to make the EP selection and in-depth collaborative planning with the teachers ensued. The main challenges for teachers and students were at the user interface level. Results from this cautionary tale suggest that implementation of EPs in primary education may be premature. While much potential exists in EPs, it has yet to be realised. Recommendations for improving EPs are suggested. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01