Electronic portfolios as a way to handle paradigm shift
Lesya Kotsur-Hassall, Natalie Johnson, Iowa State University, 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), Chesapeake, VA
Electronic portfolios have been advocated as a new form of assessment documenting student personal and professional growth. It is believed that through careful selection of artifacts, as well as deep reflection on their essence and appropriate presentation, Ph. D students will be capable of handling the learning paradigm shift in order to map out a line of inquiry and contribute the research community by conducting independent research. This article describes the learning paradigm shift experienced by graduate students who compiled their electronic portfolios, which satisfied the requirements of Doctoral Program in Curriculum and Instructional Technology (CIT) at a Midwestern University. This article informs theory, research, and practice as to how electronic portfolios, as a means of authentic assessment, can contribute to professional development of Ph. D students in the context of the learning paradigm shift.
Kotsur-Hassall, L. & Johnson, N. (2003). Electronic portfolios as a way to handle paradigm shift. 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. 92-94). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).