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Electronic Portfolios

Electronic Portfolios

Katherine C. Wieseman
Copyright: © 2009 |Pages: 7
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch122
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MLA

Wieseman, Katherine C. "Electronic Portfolios." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 870-876. https://doi.org/10.4018/978-1-60566-198-8.ch122

APA

Wieseman, K. C. (2009). Electronic Portfolios. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 870-876). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch122

Chicago

Wieseman, Katherine C. "Electronic Portfolios." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 870-876. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch122

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Abstract

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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