Preparing Teacher Education Doctoral Students with a Standards Based EPortfolio

1
Preparing Teacher Education Doctoral Students
with a Standards Based E-Portfolio

• University of Nevada Las Vegas
• College of Education

2
Introductions
3
Overview

• E Portfolios serve many purposes
• Assessment
• Reflection
• Presentation
• Collaboration
• Archive Creation and Digital Conversion

4
Overview

• Current research
• K12 students
• Preservice students
• Professional (teachers/faculty)
• System (Colleges)
• Graduate students
• Very little research focuses on ePortfolios being
  used with Doctoral Students

5
Overview

• No literature was found to identify the
  correlation between building a standards based
  ePortfolio with teacher educators and its impact
  on
• Doctoral preparation
• Professional development
• Plans to integrate technology into teaching
• Awareness of standards
• Technology skill development

6
The College of Education Teacher Education
ePortfolio

• Only required by Teacher Education Doctoral
  students
• Introduced in the first course of the teacher
  education Doctoral program
• ICG 771 Readings and ConferenceIncludes
  opportunity for students to read a common set of
  readings in teacher education and to be inducted
  into the doctoral program.

7
The College of Education Teacher Education
ePortfolio

• Standards Based
• Association for Teacher Educators (ATE)
• Contains artifacts to support the standards
• Can be multimedia
• Movies
• Sounds
• Text
• Images

8
E -Portfolio project

• Faculty consulted with the Professional
  Development Specialist in the College of
  Education
• How to build an ePortfolio
• Appropriate software
• Dissemination of information to students
• Support

9
E -Portfolio project

• Issues
• Challenge
• Netscape Composer ease of use
• Provide template
• Access
• Each course would allow for time in the lab

10
E -Portfolio project

• Issues
• Support
• PDS/Doctoral Studies graduate assistant
• Ongoing
• Web CT
• Peer collaboration
• Time
• Ongoing
• Web resources

11
E -Portfolio project

• Professional Development

12
Findings of the survey administered to students

• Prerequisite Technology skills
• Several students reported initial poor technology
  skills
• Through growth development
• students learn how to incorporate technology for
  professional use
• required independent development of technology
  skills
• improvement of initial technological skills
• Awareness of current technology tools and options
•  

13
Findings of the survey administered to students

• Time requirements in building an E-portfolio
• some students required from 4-6 hours
• others from 2-4 months
• appreciated having a technology specialist to
  supervise and guide their development
• students saw the benefits of possessing an
  e-portfolio
• ePortfolio work will be ongoing through the
  duration of the Doctoral Program

14
Findings of the survey administered to students

• E-portfolio as a reflection tool
• students reflect on their current teaching
  practices
• most of the doc students are also full time
  teachers in schools
• they had to think of the practices they are
  utilizing and how they fit with standards and
  their beliefs about teaching

15
Survey n8
16
Findings of the survey administered to students

• ePortfolio as learning and teaching tools
• desire to incorporate e-portfolios in their
  teaching
• teach their students to use ePortfolios in their
  learning
• collecting the data electronically saves time and
  space

17
Findings of the survey administered to students

• E-portfolio and evaluation criteria
• good indicators of their progress over time
• authentic evaluation tool that demonstrates
  progress and work
• evaluation criteria can be based on standards
• self-evaluation
• a tool for evaluating others.

18
Findings of the survey administered to students

• E-portfolio and standards
• doctoral students became familiar with ATE
  standards
• opportunity to find evidence to support the
  standards
• align their work with the ATE standards
• students were able to make a selection of viable
  artifacts

19
Lessons Learned

• Get students hooked
• Provide on going support
• Offer workshops to build technology skills
• Integrate the application throughout the program
• Web based files can be more easily shared
• Reflect!

20
Future Directions

• Saving issues
• Web based?
• Software
• Dreamweaver
• Templates
• Multiple
• Open ended

21
Future Directions

• Choice based (less directed)
• Students have input into template development as
  a group
• Online tutorial
• Templates offered online
• Incorporation of other criteria aside from
  standards

22
Future Directions

• Development into an interview tool
• Incorporating research
• Digital Vita
• Utilized by other doctoral programs
• Other departments in COE
• Outside COE
• Other Universities
• Further research (dissertations)

23
Current template
24
New template idea
25
For more information
http//www.unlv.edu/projects/eportfolio

• Contact us
• Lori Olafson lolafson_at_ccmail.nevada.edu
• Risa Weiss rweiss _at_ccmail.nevada.edu
• Corina Cimpoeru cimpoeru_at_unlv.edu
• Jacqui Garcia Jacqueline_L._Garcia_at_interact.ccsd.n
  et