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Moving from paper to electronic teaching portfolios: Social practices challenge new technologies and state mandates in a teacher credential program
PROCEEDINGS

, UC Riverside, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Electronic portfolios are growing in popularity in a range of disciplines. Portfolios are cited as ways to encourage reflection on learning practices, opportunities to showcase technology skills, and as tools for seeking employment. Electronic portfolios allow a wide range of documents and artifacts to be brought together -- text, images, scanned documents, video segments -- and if made available online, also offer possibilities for timely and ongoing feedback from peers and instructors. While there are compelling reasons why electronic portfolios make sense, particularly for the evaluation of teaching credential candidates, their introduction and use in teaching credential programs can also present a number of challenges. In this paper, I discuss the introduction of electronic teaching and learning portfolios in a teaching credential program and the implications of the development of portfolios and video on upcoming changes in the granting of teaching credentials in California.

Citation

Reilly, B. (2003). Moving from paper to electronic teaching portfolios: Social practices challenge new technologies and state mandates in a teacher credential program. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 155-158). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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