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 * Learning Agreement for KAM I**

===//Introduction //=== //For years portfolios have been used in teacher preparation programs. Portfolios allow students to show what they have learned and what they are able to do. Technology has changed our world quite rapidly, and education is no exception. Thus, came the development of electronic portfolios (eportfolios). This method is a modern, technological way for students to demonstrate knowledge and reflection. Are eportfolios more beneficial to students in a teacher preparation program? What are some of the pros and cons of eportfolio use in teacher preparation programs? What are some of the benefits to students once the teacher preparation program has been completed? What are the best practices for implementing eportfolios in a teacher preparation program? (Breadth) A critical analysis of 3 constructivist theorists increases understanding of the strengths and weaknesses of using eportfolios in teacher preparation programs. (Depth) A//n annotated bibliography will examine 15 refereed research studies from scholarly journals on the topic of ePortfolios in a teacher preparation problem. A 25 - 30 page paper will review how ePortfolios are used in a teacher preparation program, the pros and cons, the best practices, and what future benefits ePortfolios have for preservice teachers, relating them to the theories of Bruner, Gardner, and Vygotsky. (Demonstration) An ePortfolio system for a teacher preparation program will be created.

//Breadth://
EDUC 8110 Theories of Social Change

1. How have eportfolios been explained in terms of constructivist causes and consequences? 2. What are some of the strengths and weaknesses of different constructivist theories in explaining educational uses of eportfolios? 3. What have been some of the differences among various constructivist theorists, such as Bruner, Vygotsky and Gardner? 4. What are the major constructivist theories relating to eportfolios? How do Bruner, Vygotsky and Gardner differ in their explanations? How useful are these theories in helping us understand eportfolios?
 * //Questions or Objectives.//**

Bruner, J.S. (1960). //The process of education.// Cambridge, MA: Harvard University Press. Bruner, J.S. (1973). //The relevance of education.// New York: Norton. Gardner, H. (1983). //Frames of mind: The theory of multiple intelligences.// New York: Basic Books. Gardner, H. (1985). //The mind's new science.// New York: Basic Books. Vygotsky, L.S. (1962). //Thought and language.// Cambridge, MA: MIT Press. (Original work published 1934) Vygotsky, L.S. (1978). //Mind in Society: The development of higher psychological processes.// Cambridge, MA: Harvard University Press. I will write a 30 page paper critically assessing and analyzing, comparing and contrasting, the theories of Bruner, Gardner, and Vygotsky. Specifically, I will assess these theories as they relate to eportfolios in education. I will discuss the usefulness of these theories in helping us understand eportfolios, including the strenghts and weaknesses, the differences and similarities, of such theories. Education has been transforming rapidly in the past several years, particularly in the area of technology. This holds true for post-secondary education. Portfolio are being replaced with a technological version, or electronic portfolio (eportfolio)- a sign of the changing times. Within a 25-30 page paper I will critically examine the views of 3 constructivist theorists in relation to the use of electronic portfolios in teacher preparation programs. Based upon a study of these three theorists, the purpose of the analysis is to summarize the strengths and weaknesses of eportfolio use in teacher preparation programs. Constructivist support for (and argument against) eportfolios will also be reviewed. Howard Gardner's multiple intelligences will be examined in relation to eportfolios. Bruner's three modes of representational stages will be used to examine eportfolio use. Vygotsky's sociocultural and language influences, and the zone of proximal development will all be critically reviewed with eportfolios in mind. I will compare and contrast all three theorists.
 * //References//**
 * //Demonstration://**

//Depth://
EDUC 8125 Current Research in Social Change and Educational Technology

1. How are ePortfolios used in teacher preparation programs? 2. What are the pros and cons of using ePortfolios in a teacher preparation program? 3. What are the best practices for using ePortfolios in a teacher preparation program? 4. What benefits does an ePortfolio have after the completion of a teacher preparation program?
 * //Questions or Objectives//:**

Banister, D., Vannatta, R. A., & Ross, C. (2006). Testing electronic portfolio systems in teacher education: Finding the right fit. //Action in Teacher Education, 27//(4). Retrieved July 29, 2007, from Wilson Web database. Beck, R. J., Livne, N. L., & Bear, S. L. (2005). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. //European Journal of Teacher Education, 28//(3). Retrieved July 29, 2007, from Academic Search Premier database. Chambers, S. M., & Wickersham, L. E. (2007). The electronic portfolio journey: A year later. //Education, 127// (3). Retrieved July 29, 2007, from Academic Search Premier database. Gulbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. //Journal of Research on Technology in Education, 38// (3). Retrieved July 23, 2007, from ERIC database. Hall, T., & Weimer, G. (2004). E-Portfolios for student teachers: Second year of a pilot program. Association of Small Computer Users in Education, 37. Retrieved July 23, 2007, from ERIC database. Holland, M., & Lindsey, C. (2004). Creating an electronic portfolio as an aid to student teaching and job interviews. //Delta Kappa Gamma Bulletin, 70//(3). Retrieved July 29, 2007, from Academic Search Premier database. Hewett, S. M. (2004). Electronic portfolios: Improving instructional practices. //TechTrends: Linking Research & Practice to Improve Learning, 48// (5). Retrieved July 23, 2007, from ERIC database. Lambert, C., DePaepe, J., Lambert, L., & Anderson, D. (2007). e-Portfolios in action. //Kappa Delta Pi Record, 43//(2). Retrieved July 23, 2007, from ERIC database. Lynch, L. L., & Purnawarman, P. (2004). Electronic portfolio assessments in U.S. educational and instructional technology programs: Are they supporting teacher education? //TechTrends: Linking Research & Practice to Improve Learning, 48//(1). Retrieved July 29, 2007, from Academic Search Premier database. Norton-Meier, L. A. (2003, March). To efoliate or not to efoliate? The rise of the electronic portfolio in teacher education. //Reading Online//. Retrieved July 29, 2007, from Academic Search Premier database. Phillion, J., Chamness Miller, P., & Lehman, J. D. (2005). Providing field experiences with diverse populations for preservice teachers: Using technology to bridge distances and cultures. //Multicultural Perspectives, 7//(3). Retrieved July 29, 2007, from Academic Search Premier database. Spendlove, D., & Hopper, M. (2006). Using ‘electronic portfolios’ to challenge current orthodoxies in the presentation of an initial teacher training design and technology activity. //International Journal of Technology & Design Education, 16//(2). Retrieved July 29, 2007, from Academic Search Premier database. Stansberry, S. L., & Kymes, A. D. (2007). Transformative learning through “teaching with technology” electronic portfolios. //Journal of Adolescent & Adult Literacy, 50//(6). Retrieved July 29, 2007, from Wilson Web database. Strudler, N., & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. //Journal of Research on Technology in Education, 37//(4). Retrieved July 23, 2007, from ERIC database. Xueguang, M., & Rada, R. (2005). Building a Web-based accountability system in a teacher education program. //Interactive Learning Environments, 13//(1/2). Retrieved July 29, 2007, from Academic Search Premier database.
 * //References//**

//Demonstration:// For the depth section, I will develop two products. First, I will write an annotated bibliography of 15 refereed research studies from scholarly journals on the topic of ePortfolios in a teacher preparation problem. I will also write a 25 - 30 page paper covering how ePortfolios are used in a teacher preparation program, the pros and cons, the best practices, and what future benefits ePortfolios have for preservice teachers, relating them to the theories of Bruner, Gardner, and Vygotsky.

//Application://
EDUC 8135 //Professional Practice, Social Change, and Educational Technology//

Objectives 1. To illustrate the process of creating e-portfolios by developing tutorials 2. Provide support to teachers through professional development workshop 3. Develop a survey/interview instrument to receive teachers’ feedback on ePortfolios and the tutorials available to them.

Demonstration project - the creation of an ePortfolio system for a teacher preparation program.

Electronic portfolios (ePortfolios) have been a buzz word for educators in the last few years. With technology advancing so rapidly, it is inevitable that teachers’ preparation programs would implement this form of documentation. However, few people are familiar with the process of creating ePortfolios. The goal of this project is to conduct a professional development session to train student teachers on how to create ePortfolios. Teachers will receive an overview on the purpose of ePortfolios. They will also be provided with tutorials on how to create ePortfolios that will be posted via wikispaces. These tutorials will give step-by-step instructions on how to develop ePortfolios. Moreover, teachers will be encouraged to personalize their own ePortfolios. Sample ePortfolios will also be provided for critical reviews and analysis.

In a scholarly paper of about 10 pages, the ePortfolio professional development workshop will be described and discussed. The paper will include analysis of teachers’ responses to the tutorials created for them as well as a description of how the tutorials will be published. I will analyze the information gathered from the Breadth and the Depth sections and incorporate it into the Application section to determine whether ePortfolios are beneficial in a teacher preparation program.

References Maurer, M. R., & Jordan, P. J. (2006). Steps to a successful physical education teacher workshop. //Physical Educator, 63//(1), 53-56. Retrieved July 31, 2007, from Academic Search Premier database.

Electronic portfolio for faculty evaluation. (2005). Academic Leader, 21(11), 2-8. Retrieved July 31, 2007, from Academic Search Premier database.