A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program

Autor/inn/en	An, Heejung; Wilder, Hilary
Titel	A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program
Quelle	In: Journal of Digital Learning in Teacher Education, 26 (2010) 3, S.84-91 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
Schlagwörter	Portfolios (Background Materials); Preservice Teacher Education; Portfolio Assessment; Thinking Skills; Curriculum Implementation; Instructional Effectiveness; Program Effectiveness; Evaluation Methods; Student Evaluation; Elementary Education; College Students; Student Attitudes; College Instruction; Teaching Methods; Student Motivation; Student Surveys; Questionnaires; Technology Integration; Computer Uses in Education; Integrated Learning Systems; Internet; Educational Benefits; New Jersey + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Portfoliobeurteilung; Denkfähigkeit; Unterrichtserfolg; Schulnote; Studentische Bewertung; Elementarunterricht; Collegestudent; Schülerverhalten; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Schülerbefragung; Fragebogen; Computernutzung; Bildungsertrag
Abstract	In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course. Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course. The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial for several reasons (including the development of critical thinking skills and creativity, and as a useful way to showcase work for employers), the voluntary nature of the ongoing process discouraged further development. Overall, the two primary setbacks students perceived (technical challenges during development and the amount of time needed) outweighed the benefits, thus preventing them from continuing their electronic portfolios for future endeavors. Through these lessons learned, the authors provide recommendations to readers who are considering the adoption of electronic portfolios. (Contains 4 tables.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10