Unveiling the possibility of a bottom-up approach for implementing electronic portfolios in a teacher preparation program
Abstract: Due to the changing nature of technology integration efforts in teacher preparation programs, electronic portfolios are often believed to be an ideal replacement for paper based ones. Yet, this process is not without challenges. More often than not, such projects are initiated in a top-down manner, but fail to gain program-wide adoption. While experiencing these same challenges in a teacher preparation program at a school of education on the U.S. east coast, the authors attempted to examine whether it would be possible to adopt a bottom-up, grassroots approach, starting with the students. This study attempts to examine this issue through the distribution of two surveys. The first survey examines teacher candidates’ perceived benefits and constraints while starting to develop electronic portfolios during an online educational technology course at the beginning of the program. The second survey examines whether the teacher candidates may continue to develop their e-portfolios voluntarily throughout the program, even though these portfolios are not required or monitored.
Presider: Amy Sedivy, University of Arkansas at Little Rock