The Educational Potential of e-Portfolios

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

“…Klasik portfolyolara göre hazırlamak daha eğlencelidir. Elektronik portfolyo ile çalışmak aynı zamanda bilgisayar kullanma becerilerini de geliştirir (Barrett, 2005;Challis, 2005;Doig, Illsley, McLckie ve Parsons, 2006;HartnellYoung ve Morris, aktaran Ayan ve Seferoğlu, 2011;Hewett, 2004;Koraneekij, 2008;Kutlu vd., 2014;Ntuli, Keengwe ve Kyei-Blankson, aktaran Theodosiadou ve Konstantinidis, 2015;Paulson, Paulson ve Meyer, 1991;Stefani, Mason ve Pegler, 2007;Van Wesel ve Prop, 2008;Whitworth, Deering, Hardy ve Jones, 2011).…”

E-portfolios as a Pedagogical Device in Primary Teacher Education: the AUT University Experience

“…Educators, however, recognised this portfolio concept could be extended and that their real value lay in supporting a different approach to learning which was more personalised, closely connected to workplace learning, and which provided evidence of authentic assessment and personal development planning (Stefani, Mason & Pegler, 2007). For teacher educators, what was attractive was the thinking processes that could be encapsulated within a portfolio, particularly the analysis, reflection, planning and evaluation that could accompany the collection, and the potential for developing habits that would last after graduation (Zeichner & Wray, 2001).…”

“…For lecturers, there are further significant issues to be addressed which relate to their own professional learning about the new technology, but more importantly, the pedagogies and practice which the technology might best support. In the face of multiple demands, time pressure and often a scarcity of resources and expertise lecturers need to develop an understanding of the learning potential of the pedagogy and its ability to be transformational (Stefani, Mason, & Pegler, 2007). This paper discusses one example of a professional learning approach, a collaborative selfstudy, which was undertaken by a group of teacher educators in their introduction of an e-portfolio into a primary teacher education program in New Zealand.…”

“…The advent of Information and Communications Technology (ICT) not only creates new demands for teachers' skills in this area, but also provides opportunities for using an electronic version of the portfolio (Strudler & Wentzel, 2005). Furthermore, there is a wider interest in electronic portfolios (hereafter e-portfolios) within a policy context with governments becoming increasingly interested in electronic systems and spaces which describe learner achievement and the use of e-portfolios to support this throughout lifelong learning (Stefani, Mason & Pegler, 2007). This interest in e-portfolios is also reflected within the schools context in New Zealand, where, as part of the government's ICT development initiatives, schools are starting to use e-portfolios in a variety of ways to record children's achievements.…”

Academic Development Perspectives of Blended Learning

“…Online activities with formative feedback focus on participants' ability to reflect on practice, to make connections with theory and to link relevant artefacts to goals or outcomes, all which argue Stefani, Mason & Pegler (2007) emphasise the constructivist nature of e-portfolios. Ultimately, the emphasis is on how to get the necessary pedagogical transformations so that participants benefit through the deployment of technology to support their learning process, not on technological solutions alone.…”