The Role of Theoretical Knowledge in Electronic Portfolios

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Carney, J. (2004). The Role of Theoretical Knowledge in Electronic Portfolios. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 70-75). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11944.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Joanne Carney, Western Washington University, USA

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.

Keywords

• Assessment
• Portfolios
• Secondary Education
• Teachers

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