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Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Electronic Portfolios

Electronic Portfolios
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Author(s): Katherine C. Wieseman (Western State College of Colorado, USA)
Copyright: 2009
Pages: 7
Source title: Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong) and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch122


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A view in teacher preparation increasingly reported in the literature is that electronic portfolios can present an educator’s achievement, competence, and/or professional growth, and serve as a tool promoting teacher reflection (Amber & Czech, 2002; Barrett, 2003; Geier, 2002; Milman, 1999; Mullen, 2002; Walker, 2000; Wright, Stallworth & Ray, 2002). As a result, more frequently are they being used as an assessment or evaluation tool to document and measure teacher quality in areas such as technological literacy, competence according to teaching standards, and/or eligibility for initial teacher licensure or credential (Bartlett, 2002; Borko, Michalec, Timmons, & Siddle, 1997; Lehman, O’Brien, & Seybold, 2002; Perry, Smith, Woods, McConney, 1998; Ring & Foti, 2003; Wieseman & Wenzlaff, 2004). Reasons cited in the literature for its increasing popularity in the field of teacher preparation (e.g., Bartlett, 2002; Geier, 2002; Mullen, 2002) include: a belief that learning to teach is a dynamic and learner-centered process; a belief that knowledge is socially constructed, situated, and dynamic; growing interest in performance-based assessment to show teacher quality; a need for concrete demonstrations of teaching qualifications to compete for teaching positions; accountability for teacher quality; and teacher education initiatives, including competition for U.S. Department of Education Preparing Tomorrow’s Teachers for Technology (PT3) grants.

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