Non-Technology-Savvy Preservice Teachers' Perceptions of Electronic Teaching Portfolios
Andrea Bartlett, Annette Sherry, University of Hawaii-Manoa, United States
CITE Journal Volume 4, Number 2, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Twenty -three 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, they responded to a 7 2-item survey based on previous qualitative research with the same students and Kirkpatrick's (1996) four dimensions for evaluation. On this survey, students reported that they learned a great deal from creating electronic portfolios and that much of what they learned is directly applicable to their teaching careers and will impact the schools in which they teach. Even with their limited technology backgrounds, students were able to achieve what they (and the faculty) judged to be high quality portfolios. Although it was time consuming, most students believed the project was worth the time spent. The study showed it is possible for nontechnology savvy students to complete a complex technology project, given adequate support. If this support is not available, faculty members may need to engage in proactive grant seeking. Since technology is playing an increasingly important part in K-12 schools, these efforts are necessary to prepare preservice teachers to meet that challenge.
Bartlett, A. & Sherry, A. (2004). Non-Technology-Savvy Preservice Teachers' Perceptions of Electronic Teaching Portfolios. Contemporary Issues in Technology and Teacher Education, 4(2), 225-247. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2004 Society for Information Technology & Teacher Education
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