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Using Electronic Portfolios to Support Accountability and Preservice Teacher Preparation
PROCEEDINGS

, , Albany State University, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The demand for accountability establishes the framework for educational reform in the new millennium. The portfolio process represents a more authentic form of assessment in that it allows the teacher to judiciously select those work products and artifacts that portray the full range of the teacher's work. In an interactive discussion, participants will identify standards, course competencies, develop rubrics, and determine quality statements that support the evaluation and assessment of the electronic portfolio. The result constitutes not the "how to" develop an electronic portfolio but an understanding of the importance of integrating this strategy into the preparation of teachers who are more proficient in using technology to improve student learning.

Citation

Burgess, G.W. & Holmes, B.D. (2001). Using Electronic Portfolios to Support Accountability and Preservice Teacher Preparation. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 149-152). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 22, 2020 from .

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