Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios
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Authors
Society for Information Technology & Teacher Education International Conference, Mar 19, 2006 in Orlando, Florida, USA ISBN 978-1-880094-58-7
Abstract
In this study, teacher educators, who were also researchers of a graduate capstone course, engaged in action research to better understand the cognitive demands of a final ePortfolio in relation to a set of instructional tools they designed to scaffold candidate learning. Researchers focused on how candidates responded to and reflected upon their use of various instructional tools. They wanted to know how candidates understood and coped with the level of cognitive challenge they encountered. How did candidates assimilate new information? How did they adapt new understandings to different tasks? Since cognitive overload was a central and ever present factor in candidate experience during the production of this capstone ePortfolio, researchers were interested in how instructional tools that focused on the process of scholarly writing and technology skills helped candidates to be more successful. Researchers used qualitative methods for data collection and analysis which involved the generation and testing of assertions (Erickson, 1990).
Citation
Gladhart, M. & Kaltenbach, S. (2006). Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 44-59). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/p/22004.
© 2006 AACE