Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning
Christopher Hartmann, Brendan Calandra, Georgia State University, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia technologies to represent teaching practice and (2) the conceptual frameworks that the participating teachers used to describe their teaching to a community of their peers. Based upon the patterns in the data, we hypothesize that these patterns supported the development of a community of practice focused on portfolio design that ultimately enriched the participants' professional development as mathematics teachers. Through the description of participants' use of a particular technological innovation, pop-up windows in an e-portfolio, we identify the importance of re-invention (Rogers 2003) to fostering and sustaining e-portfolio design practices that support teacher learning.
Hartmann, C. & Calandra, B. (2004). Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 110-117). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).