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The Role of Theoretical Knowledge in Electronic Portfolios
PROCEEDINGS

, Western Washington 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

Abstract

In this paper I present findings of case study portfolio research suggesting that for secondary teachers, taking a theoretical stance on the teaching of one's subject matter may be nearly as important as formulating a general philosophy of education. I use these findings to consider how electronic portfolio systems might be designed to support this type of theoretical, discipline-based assessment. I suggest electronic portfolios ought to be formative assessments connecting three elements of an assessment triangle and developing subject-specific modes of thought and practice among both teachers and students.

Citation

Carney, J. (2004). The Role of Theoretical Knowledge in Electronic Portfolios. 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. 70-75). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from .

Keywords

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References

  1. Carney, J.M. (2001). Electronic and traditional paper portfolios as tools for teacher knowledge representation. College Park, MD: Educational Resources Information Center (ERIC Document Reproduction Service No. TM033702.)
  2. Shulman, L. (1998). Teacher portfolios: A theoretical activity. In N. Lyons (Ed.), With portfolio in hand (pp. 23-37). New York: Teachers College Press.
  3. Wilson, S.M., Shulman, L.S., & Richert, A.E. (1987). 150 Different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 104-124). London: Cassell.

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