Supporting Preservice Teacher Inquiry with Electronic Portfolios
Craig Shepherd, The University of Wyoming, United States ; Michael Hannafin, The University of Georgia, United States
Journal of Technology and Teacher Education Volume 19, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Inquiry into these practices was facilitated through embedded tutorials, assignment suggestions, and question prompts based on principles of evidential reasoning. Although electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching. This paper summarizes results of the study as well as implications for future research using electronic portfolios with embedded support tools to systematically inquire into teaching practices.
Shepherd, C. & Hannafin, M. (2011). Supporting Preservice Teacher Inquiry with Electronic Portfolios. Journal of Technology and Teacher Education, 19(2), 189-207. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2011 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Design principles for an ePortfolio-based learning environment to enhance reflection in pre-service teachers
Pauline Roberts, Murdoch University, Australia
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 769–774
Scaffolding Students’ Reflection in an ePortfolio-based Learning Environment: Interaction with the Technology
Pauline Roberts, Dorit Maor & Jan Herrington, Murdoch University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 1339–1348
Applying a Modified Technology Acceptance Model to Qualitatively Analyse the Factors Affecting E-Portfolio Implementation for Student Teachers’ in Field Experience Placements
Eugenia M. W. Ng, Ronnie Shroff & Cher Lim, The Hong Kong Institute of Education, China
Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 355–365
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.