Electronic Portfolios in Teacher Education: A Case Study of Early Childhood Teacher Candidates |
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| Authors: | Esther Ntuli Jared Keengwe and Lydia Kyei-Blankson |
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| Institution: | (1) Department of Curriculum and Instruction, Illinois State University, Normal, IL 61790, USA;(2) Department of Teaching and Learning, University of North Dakota, Grand Forks, ND 58202, USA;(3) Department of Educational Administration and Foundations, Illinois State University, Normal, IL 61790, USA |
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| Abstract: | The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. |
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| Keywords: | Technology Electronic portfolios Teacher education Teacher candidates Perceptions |
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