Non-Technology-Savvy Preservice Teachers' Perceptions of Electronic Teaching Portfolios
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Bartlett, A. & Sherry, A. (2004). Non-Technology-Savvy Preservice Teachers' Perceptions of Electronic Teaching Portfolios. Contemporary Issues in Technology and Teacher Education, 4(2), 225-247. AACE.
Retrieved from http://www.editlib.org/p/19937.
Contemporary Issues in Technology and Teacher Education
Volume 4, Issue 2, 2004
Association for the Advancement of Computing in Education (AACE)
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Twenty -three preservice elementary teachers with limited technology backgrounds created complex electronic portfolios during a 2-year teacher education program. At the end of the 2 -year project, they responded to a 7 2-item survey based on previous qualitative research with the same students and Kirkpatrick's (1996) four dimensions for evaluation. On this survey, students reported that they learned a great deal from creating electronic portfolios and that much of what they learned is directly applicable to their teaching careers and will impact the schools in which they teach. Even with their limited technology backgrounds, students were able to achieve what they (and the faculty) judged to be high quality portfolios. Although it was time consuming, most students believed the project was worth the time spent. The study showed it is possible for nontechnology savvy students to complete a complex technology project, given adequate support. If this support is not available, faculty members may need to engage in proactive grant seeking. Since technology is playing an increasingly important part in K-12 schools, these efforts are necessary to prepare preservice teachers to meet that challenge.
- Secondary Education
- Educational Technology
- Preservice Teacher Education
- Professional Development
- Information Communication Technologies
- The Use of Technology in Portfolio Assessment of Teacher Education Candidates
- Secondary Preservice Teachers’ Development of Electronic Portfolios: An Examination of Perceptions
- Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
- Digital Professional Portfolios of Preservice Teaching: An Initial Study of Score Reliability and Validity
- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
- Are Electronic Portfolios a Good Idea for Teacher Education?
- Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
- Examining TPACK Among K-12 Online Distance Educators in the United States
- The Q-Folio in Action: Using A Web-Based Electronic Portfolio to Reinvent Traditional Notions of Inquiry, Research, and Portfolios
- Assessing Teachers’ Self-Efficacy, Percieved Usability, and Attitudes/Perceptions towards Educational Technology Acceptance and Usage
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