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Challenges of Electronic Portfolios: Student Perceptions and Experiences
Article

, , University of Alabama, United States ; , Idaho State University, United States

Journal of Technology and Teacher Education Volume 10, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

With the implementation of national standards addressing technology, teacher preparation programs are faced with the issues of preparing teachers to effectively use and to seamlessly integrate technology across content areas. A team teaching approach at one major southeastern university required its methods students to produce electronic portfolios. The teaching team consisted of secondary education language arts and social studies faculty, inservice teachers, instructional technology faculty, and graduate students from both disciplines. This effort of modeling technological best practices resulted from numerous team meetings, intensive planning, and consistent project evaluation. The preservice teachers were required to attend technology seminars as part of regular classroom and methods work. Students were evaluated on their electronic portfolios that consisted of websites, digitally edited teaching episodes, databases, concept maps, and more. Through pretest and posttest surveys, the students were assessed on their perceptions of an electronic portfolio's value and their ideas of how technology can enhance teaching and learning in future classrooms. This article presents a discussion of the results from these assessments, procedural details, and the challenges and successes experienced by the teaching team and the students.

Citation

Wright, V.H., Stallworth, B.J. & Ray, B. (2002). Challenges of Electronic Portfolios: Student Perceptions and Experiences. Journal of Technology and Teacher Education, 10(1), 49-61. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved October 19, 2019 from .

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