Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning

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Hartmann, C. & Calandra, B. (2004). Teacher E-Portfolio Communities: Diffusion of Design Knowledge as a Catalyst for Teacher Learning. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 110-117). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11953.

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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

Authors

Christopher Hartmann, Brendan Calandra, Georgia State University, USA

Abstract

We present results from a study of the use of electronic portfolios in an undergraduate preparation program for mathematics teachers. We describe parallel developments in: (1) the use of hypermedia technologies to represent teaching practice and (2) the conceptual frameworks that the participating teachers used to describe their teaching to a community of their peers. Based upon the patterns in the data, we hypothesize that these patterns supported the development of a community of practice focused on portfolio design that ultimately enriched the participants' professional development as mathematics teachers. Through the description of participants' use of a particular technological innovation, pop-up windows in an e-portfolio, we identify the importance of re-invention (Rogers 2003) to fostering and sustaining e-portfolio design practices that support teacher learning.

Keywords

• Portfolios
• Community
• Teachers
• Mathematics
• Professional Development

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