Portfolios and ICT as means of professional learning in teacher education

Hauge, Trond Eiliv

doi:10.1016/j.stueduc.2006.01.002

Cited by 44 publications

(28 citation statements)

References 13 publications

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“…Portfolios help to focus student thinking (Wade & Yarbrough, 1996), provide a means to translate theory into practice (Hauge, 2006), and, most importantly, document a learner's progress over time (Abrami & Barrett, 2005;Challis, 2005;Smith & Tillema, 2003). They can enhance students' communication and organisational skills, are a way of identifying and recognising prior learning, and lead to new learning outcomes (Brown, 2002).…”

Section: Benefits Of Portfoliosmentioning

confidence: 99%

“…Heath (2005) adds that if equipment needs to be upgraded to take full advantage of electronic portfolios, the process can also be very expensive. Hauge (2006), in his study on electronic portfolio use in Norwegian teacher education, found that students with high levels of computer experience found electronic portfolios easiest to use, but that students without such experience did eventually catch up. Tosh, Light, Fleming and Haywood (2005) provide a timely warning of the problems that can be encountered in electronic portfolio implementation if the needs and attitudes of student users are not taken into consideration.…”

Section: Issues Relating To the Use Of Electronic Portfoliosmentioning

confidence: 99%

“…Some of these concerns have been addressed in the intervening five years: more research studies on electronic portfolios have since been published (e.g. Beck, Livne, & Bear, 2005;Brown, 2002;Craig, 2003;Delandshere & Arens, 2003;Hauge, 2006;Kimball, 2005;Klenowski et al, 2006;Lynch & Purnawarman, 2004;Ma & Rada, 2005;McNair & Galanouli, 2002;Milman & Kilbane, 2005;Pecheone et al, 2005;Sherry & Bartlett, 2005;Smith & Tillema, 2003;Spendlove & Hopper, 2006;Tosh et al, 2005;.…”

Section: Gaps In the Literaturementioning

confidence: 99%

See 2 more Smart Citations

E-portfolio as a means of self-promotion on the Web

Kwiatkowska¹,

Majewska²

2017

e-mentor

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Section: Benefits Of Portfoliosmentioning

confidence: 99%

Section: Issues Relating To the Use Of Electronic Portfoliosmentioning

confidence: 99%

Section: Gaps In the Literaturementioning

confidence: 99%

See 1 more Smart Citation

E-portfolio as a means of self-promotion on the Web

Kwiatkowska¹,

Majewska²

2017

e-mentor

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“…Hauge [54] l'a documenté dans une étude norvégienne associant des entrevues avec cinq enseignants en formation et une enquête auprès de 76 étudiants (β = 0,38 ; p < 0,05). Dornan et al [55] ont mené une étude de cas qualitative qui décrit l'éva-luation d'un portfolio en ligne et qui démontre que les étudiants en appréciaient la conception et, par exemple, la facilité de navigation.…”

Section: Expérience Et Compétence Des Utilisateurs En Technologies Deunclassified

L’efficacité des portfolios pour l’évaluation et la formation pendant le cursus post gradué. Guide BEME No. 12

et al. 2014

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Résumé -Contexte : Dans la formation post graduée en soins de santé, les port folios sont utilisés pour soutenir la pratique réflexive, pour fournir une évaluation sommative, pour faciliter les procédures de gestions des connaissances, et sont considérés comme un lien essentiel entre les apprentissages au niveau individuel comme au niveau des organisations. Cette revue systématique rassemble les preuves de l'efficacité des portfolios dans la formation post graduée en soins de santé et examine les implications de la migration du portfolio papier vers le port folio électronique dans tous les milieux professionnels. Méthode : Une revue de la littérature a été conduite sur les articles décrivant l'utilisation d'un portfolio pour l'apprentissage aussi bien dans le milieu du travail que dans celui de la formation professionnelle. Elle a été conçue pour avoir une haute sensibilité et a été conduite sur un large éventail de sources publiées ou non publiées relevant de la formation professionnelle. Aucune limite concernant la conception des études ou les résultats, ni le pays d'origine ou la langue n'a été définie. Une évaluation de la qualité, par paire, en aveugle, a été effectuée et l'évaluation détaillée de l'extraction de données à partir des d'articles inclus était gérée à l'aide d'un outil en ligne développé spécifique-ment pour l'étude. Les résultats ont été discutés en profondeur par l'équipe, pour identifier et regrouper les thèmes pertinents afin de répondre aux questions de recherche. Résultats : Cinquante six articles de 10 pays impliquant sept professions de santé ont répondu à nos critères d'inclusion, et à un seuil minimal de qualité ; il s'agissait le plus souvent d'études observationnelles non contrôlées. Les portfolios encourageait la réflexion pour certains groupes, et facilitait l'engagement dans l'apprentissage. Il y avait des preuves limitées de l'influence d'un certain nombre de facteurs sur l'utilisation du portfolio, incluant un soutien continu par des mentors ou par des pairs, la méthode de mise en oeuvre, le comportement des utilisateurs et le Abstract -Background: Portfolios in post-graduate healthcare education are used to support reflective practice, deliver summative assessment, aid knowledge management processes and are seen as a key connection between learning at organisational and individual levels. This systematic review draws together the evidence on the effectiveness of portfolios across postgraduate healthcare and examines the implications of portfolios migrating from paper to an electronic medium across all professional settings. Methods: A literature search was conducted for articles describing the use of a portfolio for learning in a work or professional study environment. It was designed for high sensitivity and conducted across a wide range of published and unpublished sources relevant to professional education. No limits for study design or outcomes, country of origin or language were set. Blinded, paired quality rating was carried out, and detailed appraisal of and data extr...

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“…Several studies have highlighted the importance of the e-portfolio in teachers' professional development, because a portfolio can demonstrate compelling evidence of growth and competency (Abrami & Barrett, 2005). It may also serve as a medium for translating theory into practice (Hauge, 2006). In the e-portfolio, teachers may collect their learning materials, reflections, competence development, and other mainly profession-related content that can illustrate their professional journey over time.…”

Section: Technology-support For Lkb In Teacher Professional Developmentmentioning

confidence: 99%

Promoting teachers' learning and knowledge building in a socio-technical system

Tammets

Pata²,

Laanpere³

2013

IRRODL

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The study proposes a way in which the learning and knowledge building (LKB) framework, which is consistent with the knowledge conversion phases proposed by Nonaka and Takeuchi, supports teachers' informal and self-directed workplace learning.An LKB framework in a socio-technical system was developed to support professional development in an extended professional community. The LKB framework was implemented and formatively evaluated in the in-service course that prepares teachers for accreditation in an e-portfolio community. The extended community consisted of 16 participants, in-service teachers and domain experts. The evaluation considered (a) how the LKB practices of the framework became actualized among the community members and (b) what supported these LKB practices. Data were collected from log-files of the portfolio system. Correlation analysis and Bayesian dependency modelling revealed the way in which the bottom-up peer scaffolding from community members influences teachers' LKB practices. As a result, the study proposes that a socio-technical system might promote LKB in a professional community.

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Portfolios and ICT as means of professional learning in teacher education

Cited by 44 publications

References 13 publications

E-portfolio as a means of self-promotion on the Web

E-portfolio as a means of self-promotion on the Web

L’efficacité des portfolios pour l’évaluation et la formation pendant le cursus post gradué. Guide BEME No. 12

Promoting teachers' learning and knowledge building in a socio-technical system

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