The Impact of Electronic Portfolios on Early Experience Preservice Elementary Teachers in Integrating Technology into their Instructional Process
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Strickland, J., Williams, C., Jenks, M. & Zimmerly, C. (2001). The Impact of Electronic Portfolios on Early Experience Preservice Elementary Teachers in Integrating Technology into their Instructional Process. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 617-621). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16768.
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
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Table of Contents
This paper outlines the process for preservice students within Idaho State University's College of Education to meet mandated technology certification requirements. The College of Education has created a portfolio assessment process as a method for fulfilling this requirement. The resultant Instructional Technology course (EDUC3111) is constructed around the portfolio process. Evidence comprising the portfolio include tool software integration, educational software evaluation, and foundational standards regarding adaptations for special needs, basic computer/technical concepts and operation, equitable, ethical and legal use of technology, and the application of technology into instructional planning and delivery. During academic year 1999-2000, there were 291 preservice elementary teachers enrolled in the fall semester and 124 enrolled in the spring semester. Each student submitted an electronic portfolio for assessment by the ITPA (Idaho Technology Portfolio Assessment) assessors. The students, during the fall semester, had a 97.6% success rate, and those in the second (spring) semester, 95.2%.
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