Citation
Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. The Internet and Higher Education, 11(3-4), 194-200.
Abstract
This one-year case study reports on the effectiveness and value of electronic portfolios (e-portfolios) from the preservice teachers’ perspectives. Using surveys and selected interviews, the study explored how 38 preservice teachers’ understanding of the e-portfolios evolved as they completed their elementary teacher education program. Respondents reported that, after using the e-portfolios, they were stimulated to engage in reflective practices, to develop effective learning strategies, and to gain as well as review technology skills. Respondents also indicated frustrations and challenges involved when creating their first e-portfolios. Implications regarding the findings are discussed.
Annotation
Despite extensive research on “the uses of e-portfolios on teacher education” [education], little evidence existed regarding benefits on “preservice teachers’ learning” (p. 195). Furthermore, there was only limited research which looked at the benefits and uses of e-portfolios as learning tools from the student perspective—most studies considered administrative and faculty perspectives (p. 195). In addition, “research is mixed in investigating whether creating” an e-portfolio helped teacher candidates build technology skills (p. 195). To address these gaps, the author (and technology course instructor) conducted a one-year case study on the value and effectiveness of e-portfolios by surveying and selectively interviewing preservice teachers “as they completed their elementary teacher education program” at a college in the United States, in which creating a portfolio was a requirement for program completion (p. 194). Respondents shared that they engaged “in reflective practices”, and developed learning strategies and technology skills, but also experienced “frustrations and challenges” while creating their first e-portfolio (p. 194).