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
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.
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 17, 2019 from https://www.learntechlib.org/primary/p/147342/.
© 2014 Association for the Advancement of Computing in Education (AACE)
- Bruner, J. (1990). Acts of meaning. Boston: Harvard University Press.
- Clandinin, D.J. & Connelly, F. (1996). Teachers’ professional knowledge landscapes: Teacher stories/stories of teachers/school stories/stories of school. Educational Researcher, 25, 24-30.
- Darling-Hammond, L. (2006). Constructing 21st-Century teacher education. Journal of Teacher Education, 57, 300314.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Houghton-Mifflin.
- Fenstermacher, G.D. (1994). The knower and the known: the nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education (pp. 3-56). Washington, DC: American Educational
- Love. T. & Cooper, T. (2004). Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information Technology Education 3, 65-80.
- McCaslin, M. & Hickey, D.T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. Zimmerman and D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice, Second Edition (pp. 227-252). Mahwah, NJ: Erlbaum.
- Meyer, E., Abrami, P.C., Wade, A., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePEARL. Computers& Education, 55, 84-91.
- Orland-Barak, L. (2005). Portfolio as evidence of reflective practice: What remains ‘untold.’ Educational Research, 47, 25–44.
- Reeves, T., Herrington, J., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-based courses. Journal of Computing in Higher Education, 16(1), 3-29.
- Ritzhaupt, A., Singh, O., Seyferth, T., & Dedrick, R. (2008). Development of the electronic portfolio student perspective instrument: A portfolio integration initiative. Journal of Computing in Higher Education, 19(20), 47-71.
- Sharples, M., Taylor, J. & Vavoula, G. (2007). A Theory of learning for the mobile age. In R. Andrews& C. Haythornthwaite (Eds.), The Sage handbook of elearning research (pp. 221-247). London: Sage.
- Strudler, N., & Wetzel, K. (2008). Costs and benefits of electronic portfolios in teacher education: Faculty perspectives. Journal of Computing in Teacher Education, 24, 135–142.
- Yao, Y., Aldrich, J., Foster, K., & Pecina, U. (2009). Preservice teachers’ perceptions of an electronic portfolio as a tool for reflection and teacher certification. Journal of Educational Research and Policy Studies, 9(1), 25-43.
- Zeichner, K. & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613-621.
- Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments and future prospects. American Educational Research Journal, 45(1), 166-183.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.