Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios

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Gladhart, M. & Kaltenbach, S. (2006). Using Technology Tools To Reduce The Cognitive Load In Developing ePortfolios. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 44-59). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22004.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
ISBN 1-880094-58-4
  Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Marsha Gladhart, Shirley Kaltenbach, University of Alaska Southeast, USA

Abstract

In this study, teacher educators, who were also researchers of a graduate capstone course, engaged in action research to better understand the cognitive demands of a final ePortfolio in relation to a set of instructional tools they designed to scaffold candidate learning. Researchers focused on how candidates responded to and reflected upon their use of various instructional tools. They wanted to know how candidates understood and coped with the level of cognitive challenge they encountered. How did candidates assimilate new information? How did they adapt new understandings to different tasks? Since cognitive overload was a central and ever present factor in candidate experience during the production of this capstone ePortfolio, researchers were interested in how instructional tools that focused on the process of scholarly writing and technology skills helped candidates to be more successful. Researchers used qualitative methods for data collection and analysis which involved the generation and testing of assertions (Erickson, 1990).

Keywords

• Cognition
• Instructional Design

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