Promises and Pitfalls of Implementing a Digital Portfolio Assessment System: Lessons Learned and Next Steps

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Clark, A., Ballentine-Linch, M. & Wood, B. (2007). Promises and Pitfalls of Implementing a Digital Portfolio Assessment System: Lessons Learned and Next Steps. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 40-44). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24497.

• Share:
• 
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Allison Clark, Michele Ballentine-Linch, Betty Wood, University of Arkansas at Little Rock, United States

Abstract

Abstract: This qualitative study reports on the adoption and implementation of digital portfolios in the College of Education (COE) at the University of Arkansas at Little Rock (UALR). The initial study tracks progress from the early ideas that culminated in shopping for software that would meet the needs of the COE and National Council for Accreditation of Teacher Education (NCATE) to the current status of having implemented the chosen software, but desiring to better utilize the resource to reach maximum potential. Survey data on faculty perceptions and suggestions at various levels of utilization were compiled and analyzed. Findings indicate that Chalk and Wire (CW) has impacted assessment, faculty, and students in many ways. Participants in this session will be able to discuss where they are in the process of digital portfolios and network with colleagues at various stages in the process and receive suggestions and recommendations which will likely benefit their educational institution.

Also Read

• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• The Expanded Will, Skill, Tool Model : A Step toward Developing Technology Tools That Work
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Key Design Factors in Durable Instructional Technology Professional Development
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion

Tags