The value of eJournals to support ePortfolio development for assessment in teacher education

Abstract

This paper presents findings from a two-year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-oriented, inquiry-based teacher preparation program. Participants consisted of five cohorts of pre-service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation. Résumé : Cet article présente les résultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios électroniques comme outil d’évaluation au sein d’un programme de préparation des enseignants axé sur la recherche et la pratique d’une durée de deux ans. Les participants se composaient de cinq cohortes d’étudiants en enseignement non encore sur le marché du travail ainsi que de cinq instructeurs; les données brutes qui ont été analysées proviennent d’entretiens, de groupes de discussion, d’artefacts et de réunions de projet. L’originalité de ce travail réside dans l’importance attachée à la création d’un journal électronique pour accompagner le portfolio. Sur la base de nos conclusions dans cette étude de recherche appliquée, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio électronique, la comparaison du processus et du produit, l’utilisation de modèles, les logiciels sociaux et la documentation.

Explorando las actitudes y creencias de los estudiantes de educación en relación a los e-portfolios y la tecnología en la educación

“…Web 2.0 has recently been introduced to e-portfolio literature and many authors refer to the affordances of Web 2.0 for the construction of e-portfolio (Tosh & Werdmuller, 2004a, 2004bCrichton & Kopp, 2008;Ivanova, 2008;Chuang, 2010). This concept refers to the change in the users' attitude towards the Internet, in the sense that it is required from them their participation and collaboration, and not only their passive consumption of information.…”

Student teachers' attitude towards ePortfolios and technology in education

“…Web 2.0 has recently been introduced to eportfolio literature and many authors refer to the affordances of Web 2.0 for the construction of eportfolio [11,12,14,[24][25]. Attwell [4] suggests that the introduction of social media into the construction of an eportfolio makes networking another important eportfolio process.…”

K-12 art teacher technology use and preparation

“…Concerns over their use can be addressed by discussing how they will be focused and what they will contain ( Ritzhaupt et al., 2008 ). Beyond simple critiques, the inclusion of some type of social networking functionality with them can help to create a sustained learning community ( Crichton and Kopp, 2008 ) and provide ways to support digital citizenship education ( National Art Education Association, 2018 ) as students learn to better engage with each other online and respect other's materials. Beyond just students, the use of digital portfolios can also provide a reflective opportunity for teachers as well ( Rickards and Guilbault, 2009 ), adding further utility to teachers considering their use.…”