Using Electronic Portfolios to Prepare Preservice Teachers to Implement Technology: An Update
Dr. Andrea Bartlett, Guy P. D. Archer.
The purpose of this study was to update an investigation presented at the Ninth International Literacy and Education Research Network Conference on Learning (Beijing, 2002). In the original study, 26 preservice teachers (PSTs) created complex electronic portfolios. At the end of the two-year teacher education program, PSTs responded to six open-ended questions concerning their portfolios and the implementation process. Evaluations were generally positive. Preservice teachers appreciated that the electronic portfolio assignment provided opportunities to reflect upon their teaching development and prepared them to use technology in their future classrooms. They made some recommendations for improvement, however, leading to changes in the assignment for the cohort that followed them. For example, the first group of students reported needing more time and experience to learn technology, so skills such as video editing and creating web pages were integrated into all coursework for the second cohort.
In the present study, the second cohort, consisting of 23 PSTs, responded to the same six questions, and these perceptions of electronic portfolios were compared with the original group in order to assess the efficacy of the changes. Findings and implications will be shared as will the electronic portfolio assignment, including rubric, and samples of recent portfolios.
Dr. Andrea Bartlett (United States)
Department of Curriculum Studies College of Education
University of Hawai'i at Manoa
Dr. Andrea Bartlett coordinates preservice teacher cohorts at the University of Hawai'i at Manoa, where she implements electronic portfolios with her students. She has published her research on students’ perceptions of their portfolios and the implementation process in the journal, Action in Teacher Education, and refereed conference proceedings, including e-Society 2003, ED-MEDIA 2003, Society for Information Technology and Teacher Education 2003, Learning Conference 2002, and IFIP World Computer Congress 2000.
Guy P. D. Archer (United States)
(30 min. Conference Paper, English)