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Spanning the Accountability Divide: Using Digital Portfolios to Connect Standards to Theory and Practice in Web-Based Teacher Education Course Work
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, The University of Texas at Arlington, 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

Abstract

TThe question whether digital portfolios can be used by students to span the divide between (1) theory, practice, and reflection within teacher education course work and (2) national, state professional development standards led to the development of this research case study. The study uses qualitative research through analysis of electronic student survey responses and reflection from the course professor.

Citation

Hirtle, J. (2003). Spanning the Accountability Divide: Using Digital Portfolios to Connect Standards to Theory and Practice in Web-Based Teacher Education Course Work. 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. 84-87). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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