SITE 2003--Society for Information Technology & Teacher Education International Conference
2003
Editors
Caroline Crawford; Niki Davis; Jerry Price; Roberta Weber; Dee Anna Willis
Table of Contents
Number of papers: 1052
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Using Electronic Portfolios for Comprehensive Assessment in a Graduate Program
Joe Bitner & Nan Adams, Southeastern Louisiana University, United States
The Department of Educational Leadership and Technology at Southeastern Louisiana University is in the process of redesigning all of their graduate education programs to use electronic (Web-based) ... More
pp. 2-4
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REFLECTIVE THINKING ACTIVITIES USING DIGITAL PORTFOLIOS IN BEGINNING LEVEL PROFESSIONAL EDUCATION CLASSES
Phyllis Adcock, University of Nebraska at Omaha, United States
In the education program at the University of Nebraska at Omaha, students are required to take Human Growth and Learning, and Educational Foundations as the first two courses in their professional ... More
pp. 5-8
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Non-technology Savvy Preservice Teachers' Perceptions of Electronic Portfolios
Bartlett Andrea, University of Hawaii-Manoa, United States
Twenty-six preservice elementary teachers with limited technology backgrounds created complex electronic portfolios during a 2-year teacher education program. At the end of the 2-year project, 23... More
pp. 9-12
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Teacher Candidate Assessment through Electronic Portfolio Development
Elizabeth Balser, Saint Vincent College, United States
Teacher certification guidelines in Pennsylvania are based on the INTASC standards. Students organize their teaching portfolios based on those standards. Beginning with their first Education class,... More
pp. 13-14
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Researching the Process and Outcomes of Electronic Portfolio Development in a Teacher Education Program
Helen Barrett, University of Alaska Anchorage/ISTE, United States
This session will present the results of a preliminary study of teacher candidates' electronic portfolio development efforts, student attitudes and skills developed during the process, and some... More
pp. 15-18
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Symposium on Electronic Portfolios
Helen Barrett, University of Alaska Anchorage, United States
This symposium will draw together several teacher education programs implementing electronic portfolios to address some key questions around implementation. For the last year, ISTE's PT3 Catalyst... More
pp. 19-21
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Four R's for an Artifact: Some Guidelines for the Reflective Component of a Teaching Portfolio
Julie Cloward, Carol Lee Hawkins & Sharon Black, Brigham Young University, United States
Technology allows for a wide variety of striking artifacts and easy-to-use archives in which the artifacts can be stored. However, the programs that impliment these resources consistently downplay... More
pp. 22-25
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Teacher Portfolios and New Technologies: Confronting the Dilemmas and Decisions
Joanne Carney, Mercyhurst College, United States
In this paper I argue that we must recognize the dilemmas of teacher portfolios and make careful decisions to address the problematic issues. The rapidity with which electronic portfolios have... More
pp. 26-29
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From 0 to 60: Up to Speed with eFolios in One Year
Nancy Casey, St. Bonaventure University, United States
When the student teachers for the fall 2001 semester gathered for their opening meeting, they heard news of a new requirement: by semester's end each was required to produce and present an eFolio... More
pp. 30-34
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"To Make a Virtue of Necessity" Creating Electronic Portfolios in Preservice Teacher Education Using WebCT
Christine Cheney, University of Nevada, Reno, United States
Electronic portfolios for preservice teacher education students provide many advantages for the students who create them and for teacher education programs. Portfolios provide visual displays of... More
pp. 35-38
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Extending Pre-service Teacher Learning with a Digital Portfolio
Neal Topp, Bob Goeman & Paul Clark, University of Nebraska at Omaha, United States
Abstract: The University of Nebraska at Omaha (UNO) has developed a digital portfolio for all teacher candidates. The portfolio has been created using a database and is Internet accessable. This ... More
pp. 39-41
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Reflective Inquiry: Triangulation of Assessing Learner Outcomes
Norman Douglass & Brenda Czech, National University, United States
Abstract: The video session entitled "Reflective Inquiry: Triangulation of Assessing Learner Outcomes" presents the use of the focused inquiry process from three different perspectives: the... More
pp. 42-43
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eTIP Cases: Digital Learning and Assessment Tools for Teacher Education
Cassandra Scharber & Sara Dexter, University of Minnesota, United States
The eTIP Cases develop and assess learners' technology integration decision-making. They present typical classroom technology implementation scenarios to enhance learners' conceptual foundations... More
pp. 44-45
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Electronic Portfolios: Examining Preservice Teachers' Reflective Narratives in a Science Methods Course
Selma Vonderwell & Sufian Forawi, The University of Akron, United States
The purpose of the study was to investigate the context of student learning from 24 preservice teachers' reflective narratives and educational philosophy in their science electronic portfolios. The... More
pp. 46-49
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Ensuring All Students Gain Technological Fluency Through Online Assessment
Steven Scott & Brenda Frieden, Pittsburg State University, United States; Steven Mills, University of Kansas, United States
Through the funding of a PT3 grant, the Pittsburg (Kansas) State University, College of Education, has designed and is implementing an online assessment tool to determine the technological... More
pp. 50-53
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On Implementing Web-based Electronic Portfolios
Judith Crowe, Silva Karayan, Susanne Maliski, Thomas McCambridge & Paul Gathercoal, California Lutheran University, United States
California Lutheran University's Teacher Preparation program has fully implemented a webfolio system consisting of instructor assignments, learning resources, student artifacts, mentor feedback,... More
pp. 54-57
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Directions in Electronic Portfolio Development
David Gibson, National Institute for Community Innovations, United States; Helen Barrett, University of Alaska Anchorage/ISTE, United States
This article explores the advantages and trade-offs of two paths to the development of electronic portfolios - using generic tools and using customized systems. The analysis assumes that the goal... More
pp. 58-64
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Elements of Network-Based Assessment
David Gibson, Vermont Institutes, United States
ABSTRACT: This article presents an introduction to elements of a network-based assessment system based in recent advances in knowledge and practice in learning theory, assessment design and... More
pp. 65-71
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Network-Based Assessment in Education: A symposium on emerging technologies and methods
David Gibson, Vermont Institutes, United States
If assessment is most effective when it reflects learning as "multidimensional, integrated, and revealed in performance over time," (Walvoord & Anderson, 1998) then what do networks, new media and ... More
pp. 72-75
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Handhelds as an assessment tool
Marsha Gladhart, Wichita State University, United States; Neal Topp, University of Nebraska at Omaha, United States; Lynn Elder, Project M3 at Wichita State University, United States; David Pownell, Washburn University, United States; Barry Brahier, University of Minnesota, United States
The convenience and low cost of handhelds have attracted the attention of educators interested in developing ongoing, continuous assessment. Educators just learning how to use their handhelds to... More
p. 76