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The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice
PROCEEDINGS

, Bishop's University, Canada ; , , Concordia University, Canada

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explores using electronic portfolios to support student teachers’ development of competencies. Software was designed to support teachers and student teachers through the key parts of self-regulation including planning, doing, and reflecting. Users can link their artifacts to professional teacher competencies and can visualize how many artifacts are linked to each competency. The software was formatively evaluated in three classes with n=73 participants. What students liked was reflecting on their work, selecting professional competencies, reading instructors’ feedback, and formulating general goals. Students expressed concerns regarding technical problems and design issues, some reporting that the structure constrained their creativity. A tension emerged between using the portfolios to support reflective practice versus to secure employment. While some appreciated the sustainable, portable electronic format, others would prefer print-based portfolios.

Citation

Bures, E.M., Abrami, P.C. & Lysenko, L. (2014). The Development and Formative Evaluation of Electronic Portfolio Software to Support Student Teachers’ Reflective Practice. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1197-1205). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 20, 2019 from .

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