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The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World
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Author(s): Valerie J. Robnolt (Virginia Commonwealth University, USA), Joan A. Rhodes (Virginia Commonwealth University, USA), Sheri Vasinda (Oklahoma State University, USA)and Leslie Haas (Johns Hopkins University, USA)
Copyright: 2017
Pages: 12
Source title:
Deconstructing the Education-Industrial Complex in the Digital Age
Source Author(s)/Editor(s): Douglas Loveless (University of Auckland, New Zealand), Pamela Sullivan (James Madison University, USA), Katie Dredger (James Madison University, USA)and Jim Burns (Florida International University, USA)
DOI: 10.4018/978-1-5225-2101-3.ch006
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Abstract
The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.
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