Long-Term Use of ePortfolios in Craft Education among Elementary School Students: Reflecting the Level and Type of Craft Learning Activities

Autor/inn/en	Saarinen, Auli; Seitamaa-Hakkarainen, Pirita; Hakkarainen, Kai
Titel	Long-Term Use of ePortfolios in Craft Education among Elementary School Students: Reflecting the Level and Type of Craft Learning Activities
Quelle	In: Design and Technology Education, 26 (2021) 1, S.12-28 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Foreign Countries; Elementary School Students; Portfolios (Background Materials); Educational Technology; Longitudinal Studies; Handicrafts; Design; Learning Processes; Metacognition; Taxonomy; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Handwerk; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Taxonomie
Abstract	This paper analyses the longitudinal use of electronic portfolios (hereafter ePortfolios) in craft studies across six years (2013-18). Eight comprehensive school students participated in the study, tracing their craft process activities via photos, narratives, and tapings from the third to the ninth grade. The data involved self-assessment by the learners; peers and teachers were included in the textual content. The data also contained interviews, which were carried out in late spring 2019. The interview focused on students' conceptions of the ePortfolio method and the central elements in constructing it and, finally, improvements of the ePortfolio method. The ePortfolio data was analysed by applying Anderson and Krathwohl's taxonomy for learning, teaching, and assessing. The results revealed that students' knowledge types transformed throughout those years, from versatile to more limited area and students' cognitive process levels, from concrete to more abstract. The interview data supported these interpretations. The interviewees described the changes in their focus when tracing their learning processes; they considered visual and textual content, communication, and metacognitive knowledge as essential elements of ePortfolios. Suggested improvements of the ePortfolio addressed technical issues, platform demands, and practical functionalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01