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2009_03 SITE 2009
Page history last edited by Helen 10 mos ago
2009 Society for Information Technology and Teacher Education (SITE) Conference
Charleston, South Carolina
March 2-6, 2009
Conference website: http://site.aace.org/conf/
Search presentations: http://www.aace.org/conf/site/sessions/
Sessions related to "Assessment and E-folios"
Preservice Teachers’ Perspectives on the Development of Electronic Portfolios using zPortfolio System
Authors:
Zafer Unal, USF St.Petersburg, USA
Aslihan Unal, NA, USA
Abstract:
42 preservice teachers have created their online portfolios during the 13 weeks of Educational Technology Course using ZPortfolio during fall 2007 semester. The study investigated perceptions of preservice teachers on building electronic portfolios using ZPortfolio system. The presentation of this paper will include description of the study, discussions of results, showcase of example portfolios created during this study (permissions obtained from participants) and step by step portfolio creation process with the free tool called ZPortfolio.
Understanding the Use of Video Analysis Tools to Facilitate Reflection Among Pre-service Teachers
Authors:
Tonya Tripp, Brigham Young University, USA
Charles Graham, Brigham Young University, USA
Abstract:
This study compared a student teacher’s experience reflecting with a video analysis tool to her experience participating in her department’s traditional reflection method. The researchers investigated how these reflection methods influenced the student teacher’s ability to collect data about her teaching, make judgments about her teaching, design intervention plans for future teaching situations, and evaluate her intervention plans. This presentation will discuss the strengths and weaknesses of each reflection method.
Teachers’ Knowledge, Beliefs, and Assessment Practices: Using Technology Tools for Assessing Elementary Students’ Learning
Authors:
Jane Howland, University of Missouri, USA
Abstract:
A four-year completed project included elementary teachers who assessed individual students’ learning using technology as an assessment tool. Specifically, the study focused on 1) teachers’ knowledge, beliefs, and practices related to teaching and assessment, 2) the context of the principal setting, which was a rural Midwest elementary school and, 3) the technology, which included an electronic portfolio system (Foliotek) and handheld computers. Teachers did not change the frequency of most of the teaching practices they employed prior to the project. By the end of the project, classroom teachers significantly increased their usage of a computer-based system for maintaining student assessment information (p < .01). They significantly increased their usage of some conventional strategies commonly associated with performance on a standardized test, due perhaps to the heightened focus on test performance engendered by the evaluation and accountability requirements of No Child Left Behind Legislation.
Trends in the Use of Electronic Portfolios for Accreditation Purposes
Authors:
Keith Wetzel, Arizona State University, USA
Neal Strudler, University of Nevada - Las Vegas, USA
Abstract:
This descriptive study analyzed 64 Board of Examiner (BOE) reports submitted to NCATE in 2007 to reveal trends in the use of electronic portfolios (EPs) for accreditation purposes. In comparison to 2004 baseline data (Mitchell, Allen & Ehrenberg, 2006) the current study found far greater use of EPs for accreditation purposes. Commercially available, large-scale portfolio and data analysis systems are increasingly being employed rather than off-the-shelf applications such as Microsoft Word and EXCEL. Implementation issues identified by Mitchell and colleagues, however, continue to be cited in the BOE reports, including the need to ensure consistency and fairness in evaluation, and the need to aggregate and use data for meaningful program improvement. Recommendations for future research are provided.
FD Commons: e-Teaching Portfolio to Support Ubiquitous Peer Reviewing Process
Authors:
Yukari Kato, Tokyo University of Agriculture and Technology, Japan
Egi Hironori, Tokyo University of Agriculture and Technology, Japan
Masaki Nakagawa, Tokyo University of Agriculture and Technology, Japan
Abstract:
This system development realizes ubiquitous peer reviewing and reuse of comments of reviewers for assessment of teaching/learning in higher education. The purpose of this project is two fold: (1) to develop application for recording and storing reviewers annotations to streaming class lecture as time sequence data of pen-tip coordinates, and (2) to identify key principles and criteria from annotated video data to assess and evaluate the quality of teaching and learning (e-Portfolio). Moreover, by developing handwriting interface with easy operability, it aims to provide teachers outside class with on-line peer reviewing opportunity that is necessary to and relevant to their teaching/learning improvement. The collection of reviewers' annotations also has capability of reusing collected comments in order to suggest weak and strong points of class lectures and to design the rubric to assess lectures as e-teaching portfolio
Integrating Technologies into Education Courses: Faculty Changing Teaching Practices, Faculty Changing Teacher Candidates’ Teaching Practices: Reporting of Phase II
ID: 25042
Type: Brief Paper Topic: Graduate Education & Faculty Development
Room: 8
Tue, Mar. 3 11:15 AM-12:15 PM
Authors:
Margaret Pope, Mississippi State University, USA
Teresa Jayroe, Mississippi State University, USA
Dana Franz, Mississippi State University, USA
Abstract:
The inclusion of technology-rich teaching environments provided faculty the opportunity to examine teaching methods as they integrated technology practices into course assignments for teacher candidates. Phase I of this study included the administration of a close-ended questionnaire given to all faculty who teach in the curriculum and instruction department. Phase II consisted of individual interview open-ended questions and document analysis of course websites, syllabi and electronic portfolio submissions with a selected group of participants from Phase I. Findings of this study lend evidence that if faculty members are provided the technology and training to instruct teacher candidates to effectively use the technology, then technology use will increase. Faculty who asked to be assigned to technology equipped classrooms had a higher use of technology equipment and included more technology integrated assignments for their courses.
The Effective Implementation of Electronic Portfolios in a Computers in Education Graduate Course: Student Voices
Authors:
Jeton McClinton, Jackson State University, USA
Abstract:
This quantitative study will investigate the benefits and challenges of implementing an electronic portfolio in a Computers in Education graduate course by examining the perception of students enrolling in the course. Thorough a collaborative effort with Minnesota State Colleges an Universities’ eFolio World, students enrolling in the course will have access to a life-time full scale electronic portfolio. This project will expand upon traditional paper-based portfolios and provide an incentive to expand technology literacy to students. This project is viewed as a first effort to construct a course implementing electronic portfolios that will complement student needs. It is hoped that this study will generate further research needed to inform future decisions pertaining to the large-scale implementation of electronic portfolios and respond to a national movement for accountability and transparency in education.
The Use of Electronic Assessments for Continuous Program Improvement and NCATE Accreditation: A Survey of Accomplished Users
Authors:
Neal Strudler, University of Nevada, Las Vegas, USA
Keith Wetzel, Arizona State University, USA
Tamara Luz, University of Nevada, Las Vegas, USA
Abstract:
colleges, and departments of education thought to be mature or accomplished users of electronic portfolios and/or electronic assessment systems that are employed to inform program improvement. Specifically, it reports on general trends in electronic portfolio (EP) and assessment system use for NCATE accreditation purposes among programs identified as accomplished users of those systems. In addition, it addresses to what degree electronic portfolios and assessment systems become a seamless component of continuous improvement in teacher education programs. Results of our ongoing analyses of data suggest that the use electronic portfolios and related assessment systems are maturing and are having an increasing presence in teacher education programs. Findings of the current study support our understanding of how electronic assessment data can be integrated into a culture of continuous improvement in which institutions are able to improve their programs and produce educators who are current and effective.
Cultivating a Supportive ePortfolio Environment for Prospective Teachers' Reflections
Authors:
Katrina Liu, University of Wisconsin-Madison, USA
Ken Zeichner, University of Wisconsin-Madison, USA
Abstract:
In this paper we use activity theory as a framework to study student teachers professional development through their reflections on their ePortfolios. Activity theory seeks to understand human activities as complex, socially situated phenomena. In this study, we analyze the key aspects of the reflection activity: activity settings, tools, and appropriation, and the impacts of these aspects on the nature of student teachers’ reflections. It provides teacher education programs with a framework to rethink the designs, processes, and practices of ePortfolios with regard to its purpose of supporting reflective teaching among student teachers.
Technology Use in Pre-Service Teacher Education and Future Research Directions
ID: 24772
Type: Full Paper Topic: Assessment and E-folios
Room: 11
Tue, Mar. 3 1:30 PM-2:30 PM
Authors:
Guliz Turgut, Boston College, USA
Abstract:
This paper is a review of twenty-three empirical studies conducted in the U.S. published after the O.T.A. (1995) report, which provided useful insights on technology and teacher education, up until 2007. The studies are organized under the emerging themes of technology use in pre-service teacher education and future research. The use of technology section includes Hands-on Integration, which consists of electronic portfolios, content area, and collaborative learning and Modeling. The second section, future research, provides what future research should focus on to be more informative for the discipline. From the review, it is clear that teacher education programs have come a long way since 1995 in terms of generating awareness of technology’s importance, different ways of preparing pre-service teachers to a digital century, and focusing on a variety of research questions that would enlighten the field.
Blogs as ePortfolios in ESL and EFL Writing Classes
ID: 24586
Type: Brief Paper Topic: Assessment and E-folios
Room: 3
Tue, Mar. 3 2:45 PM-3:45 PM
Authors:
Min Jung Jee, University of Texas at Austin, USA
Abstract:
This paper is an attempt to use blogs as eportfolios for ESL and EFL writing class. To make students fully aware of their writing process with collaboration with teachers and peer, it is appropriate to implement process writing approach. Via technology, ePortfolio can be beneficial for students and teachers to write and save drafts and to give feedback. Blogs can be one way to write ePortfolio. This paper provides practical guidelines for implement of blogs as eportfolios with discussion on the pedagogical implications.
Online Program Advisory and Assessment: Strategies and Tips
ID: 24814
Type: Brief Paper Topic: Assessment and E-folios
Room: 3
Tue, Mar. 3 2:45 PM-3:45 PM
Authors:
Leping Liu, University of Nevada, Reno, USA
Livia D'Andrea, University of Nevada, Reno, USA
Abstract:
To help our teacher education students complete their Master’s degree programs (with emphases on Information Technology in Education, and on Educational Psychology) entirely online, we have developed an online advisory and assessment system. In this paper, we will introduce our experiences to perform the online program advisory and assessment, including (a) the problems existing in the online advisory and assessment, (b) the means of online program orientation, (c) the components of our assessment system for the online program, (d) the design and implementation of academic online portfolio, and (e) some common issues we have confronted during the online advisory and assessment and the tips to solve them as well.
The Impact of a Web-Based Portfolio System on a New Faculty Member
ID: 25612
Type: Roundtable Topic: Assessment and E-folios
Room: 4
Tue, Mar. 3 2:45 PM-3:45 PM
Authors:
Tina Scholtes, Mississippi State University, USA
Terry Jayroe, Mississippi State University, USA
Abstract:
During this roundtable session, the presenter will discuss how using an electronic portfolio system enhanced her learning curve during her first year as a new faculty member. As a beginning faculty member, I have used the electronic portfolio as a planning, communicating, and managing tool. Examples of these three areas of impact will be shared and open for discussion. In addition, the presenter will share student projects, assessments, work samples, and students’ comments from reflections required for each assignment.
The Evolution of a "Home Grown" E-Portfolio as an Assessment Tool
ID: 24555
Type: Roundtable Topic: Assessment and E-folios
Room: 4
Tue, Mar. 3 4:00 PM-5:00 PM
Authors:
Jeanne Herman, Gustavus Adolphus College, USA
Joyce Aarsvold, Gustavus Adolphus College, USA
Abstract:
In an era when “assessment” of learning is expected within every discipline, a professor of Health and Exercise Science and a Technology Professional created a course focused on information literacy. This course was designed for students pursuing K-12 licensure within the discipline. Within this course, an e-portfolio was adopted as the central learning and assessment tool. Using Go Live, students created an e-portfolio to showcase student knowledge and skills, and show progress toward meeting national standards. The e-portfolio was later adopted by the college’s Education Department for use with all students in K-12 education. Today, the course continues to evolve as the instructors maintain the concept of a “home grown” e-portfolio but are now exploring use of Google Site tools to make the portfolio even more beneficial and portable for students. At this session we will explore the advantages and limitations of the e-portfolio as it evolves at one private liberal arts college.
Knowledge Transference: From skill to innovation - What our student e-portfolios tell us
ID: 24879
Type: Full Paper Topic: Assessment and E-folios
Room: 6
Tue, Mar. 3 4:00 PM-5:00 PM
Authors:
Colleen Sexton, Governors State University, USA
Michael Gordon, Governors State University, USA
Pamela Guimond, Governors State University, USA
Abstract:
The focus of this research is knowledge transference from an introduction to educational technology course to methods courses. Early theories on knowledge transference suggested that exposure is a sufficient condition for learning. Later theorists indicated practice will develop expertise. Others suggest that teaching in one area must be similar to the next for transference to occur. In our Ed Tech course examples with a real-world context are provided as are assignments with classroom applications. A portfolio analysis determined the extent to which teacher education candidates employ teaching strategies that required the use of educational technology to learn content. The results indicate that innovative uses of technology are not transferring into practice. Portfolio analysis indicates that some state technology standards are transferred from one course to the other and some candidates are embracing the technology innovation, but there is still a long way to go.
An Assessment of Student E-Portfolios as Applied to the Accounting Industry
ID: 24829
Type: Roundtable Topic: Assessment and E-folios
Room: 4
Wed, Mar. 4 10:00 AM-11:00 AM
Authors:
Mark Law, Bloomsburg University, USA
Monica Law, Moravian College, USA
Abstract:
The researchers seek to attain an understanding of the role E-Portfolios will play in employment for accounting graduates in traditional areas of job placements. The researchers, through qualitative interviews, will gain a perspective on E-Portfolios from the viewpoint of recruiters from a variety of public accounting firms, private industry, and government agencies. The study will not only expand the body of knowledge with respect to the use of E-Portfolios but also encourage ongoing dialog on the developing issues related to E-Portfolios between faculty, students, the business community, and other interested parties. Conclusions and recommendations will be presented.
Efolio Technologies for Digital Students
ID: 24971
Type: Full Paper Topic: Assessment and E-folios
Room: 17
Wed, Mar. 4 10:00 AM-11:00 AM
Authors:
Florence Martin, University of North Carolina - Wilmington, USA
Michele Parker, University of North Carolina Wilmington, USA
Angelia Reid-Griffin, University of North Carolina Wilmington, USA
Allred Beth, University of North Carolina Wilmington, USA
Abdou Ndoye, University of North Carolina Wilmington, USA
Abstract:
An efolio is a web-based information management system where the student builds and maintains a digital repository of artifacts, which they can use to demonstrate competence and reflect on their learning. Showcasing technology based projects in a digital format has several advantages for the students and is also starting to become more commonplace in K-12 and in higher education. In this presentation, a group of instructors from a southeastern university in the United States will demonstrate and discuss a number of efolio tools (Task Stream, Weebly, Google Sites, Microsoft Frontpage, Wikispace, Blogspot, Open Source Portfolio) available for pre-service teachers to showcase their technology projects.Advantages and Disadvantages of using the efolio tools, and how these tools are used for authentic assessment will also be discussed.
Twenty-first Century Standards Driven Formative and Summative Performance Assessment in a Reflective e-Folio
ID: 25004
Type: Roundtable Topic: Assessment and E-folios
Room: 4
Wed, Mar. 4 11:15 AM-12:15 PM
Authors:
Lorraine Boyle, Bemidji State University, USA
Lynne Groves, MN State Colleges and Universities, USA
Paul Wasko, MN State Colleges and Universities, USA
Abstract:
The Standards of Effective Practice drive teaching and learning through alignment and assessment. One professor’s journey conveys specific process and examples of twenty-first century curriculum mapping and performance assessment tools leading students in developing reflective portfolios complete with artifacts aligned to standards and indicators. Hybrid-online reflective student e-Folios demonstrate proficiency in the Standards of Effective Practice.
Electronic Portfolios in Teacher Education: Examples and Evidences of Student Understanding of Cultural Diversity
ID: 25186
Type: Brief Paper Topic: Assessment and E-folios
Room: 7
Wed, Mar. 4 11:15 AM-12:15 PM
Authors:
Chia-Jung Chung, California State University, Sacramento, USA
Abstract:
This paper addresses the relationship between eportfolio development and multicultural education. Barrett (2001) and Dominick (2002) define the processes of eportfolio development as reflection, assessment, connection, collection and presentation. Those processes are referred to Bank’s (1995) five dimensions of multicultural education: content integration, knowledge construction, reducing prejudice, equity pedagogy and empowering school culture and social structure. This paper is an attempt to delineate the relationship between electronic portfolios and multicultural education.
Leaving our Silos: Collaborative Design of an Introductory Technology Course
ID: 25141
Type: Brief Paper Topic: Assessment and E-folios
Room: 12
Wed, Mar. 4 11:15 AM-12:15 PM
Authors:
Nancy Luke, Armstrong Atlantic State University, USA
Richard Horah, Armstrong Atlantic State University, USA
Abstract:
This paper describes a collaborative design of a required Technology for Teachers course in which the approach to development and implementation by the collaborative team mirrored the tenets of the COE's conceptual framework. These included reflection, collaboration, technology, assessment, and professionalism. The course used, as a foundational tool, an electronic portfolio system which both gathered assessment data for the COE and provided an archival and assessment portfolio for its candidates.
Preservice Teacher Perceptions of the Benefits and Challenges of using Electronic Portfolios: A Case Study of Early Childhood Teacher Candidates
ID: 24695
Type: Brief Paper Topic: Assessment and E-folios
Room: 12
Wed, Mar. 4 11:15 AM-12:15 PM
Authors:
Esther Ntuli, Illinois State University, USA
Lydia Kyei-Blankson, Illinois State University, USA
Esther Ntuli, Illinois State University, USA
Lydia Kyei-Blankson, Illinois State University, USA
Esther Ntuli, Illinois State University, USA
Lydia Kyei-Blankson, Illinois State University, USA
Abstract:
The use of electronic portfolios has gained momentum in today’s education of teachers. While many teacher education programs have adopted electronic portfolios to meet accreditation requirements, another argument for electronic portfolios is that the use electronic portfolios helps train teacher candidates on how to use technology as a tool for classroom instruction and student assessment. Irrespective of the reason for adoption, there is the need to assess teacher candidates’ perceptions of electronic portfolios, and especially to explore the benefits and challenges they face in using electronic portfolios in their program of study. Using a qualitative research design, the current study explored teacher candidates’ attitudes toward electronic portfolios and the difference that electronic portfolios bring to their profession. Such a study is necessary to identify teacher candidates’ needs to ensure that the maximum benefits from the use of electronic portfolios are gained.
Using Electronic Assessment Systems to Improve Teacher Education
ID: 25027
Type: Roundtable Topic: Assessment and E-folios
Room: 4
Wed, Mar. 4 2:45 PM-3:45 PM
Authors:
Teresa Jayroe, Mississippi State University, USA
Margaret Pope, Mississippi State University, USA
Matthew Boggan, Mississippi State University - Meridian, USA
Janet McCarra, Mississippi State University - Meridian, USA
Abstract:
The elementary education program in a rural southeastern university uses an online electronic portfolio assessment system, TaskStream, to monitor the progress of teacher candidates after admission to the program. Since the pilot date of TaskStream in the summer of 2005, faculty have worked to continually revise and refine the online electronic portfolio assessment system. To complete the electronic on-line portfolio assessment, teacher candidates submit artifacts each semester from the professional courses in which they are enrolled. These artifacts are then reviewed and assessed by course instructors using rubrics based on Association for Childhood International (ACEI) and Interstate New Teacher Assessment and Support Consortium (INTASC) standards to ensure that teacher candidates are making adequate progress toward achieving the goals of the program.
Using Portfolio-Based Tools for Outcomes Assessment and Accreditation Management: TaskStream and Mississippi State University
ID: 24797
Type: Corporate Showcase Topic: Assessment and E-folios
Room: 9
Wed, Mar. 4 4:00 PM-5:00 PM
Authors:
Ben Coulter, TaskStream, USA
Terry Jayroe, Mississippi State University, USA
Abstract:
Educators know that assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in actual performance over time. Outcomes assessment, linked to standards, is a key strategy of successful learning organizations and teacher education programs. TaskStream offers a web-based universal toolset for demonstrating learning achievement through portfolio-based tools, and with our Accountability Management System (AMS), education programs can easily administer and manage professional accreditation tracking and reporting while engaging the community. Following an overview of the TaskStream tools, we will discuss our experiences supporting assessment initiatives and NCATE accreditation in the College of Education at Mississippi State University. Through the presentation, we will demonstrate how proven, Web-based tools empower a more complete and accurate picture of learning and, therefore, a firmer basis for implementing continuous improvement.
rGrade Integrated Assessment System for Performance Assessment and Program Improvement
ID: 25224
Type: Corporate Showcase Topic: Assessment and E-folios
Room: 9
Wed, Mar. 4 4:00 PM-5:00 PM
Authors:
Matthew Stuve, Ball State University, USA
Abstract:
rGrade is an integrated assessment system that enables performance assessment for higher education and professional programs. rGrade was originally developed at Ball State University as a web-based assessment environment for using rubrics to assess student portfolios. It has grown to include comprehensive assessment planning module, formative feedback tools, and reporting tools that can aggregate and disaggregate student performance data at the student, course, program, and unit levels. rGrade has various academic standard libraries built in and evidence reporting templates for common accreditation agencies (include NCATE).
Outcomes Assessment through the Accountability Management System by TaskStream
ID: 24815
Type: Corporate Poster/Demo Topic: Assessment and E-folios
Room: 15
Wed, Mar. 4 5:15 PM-6:45 PM
Authors:
Ben Coulter, Taskstream, USA
Terry Jayroe, Mississippi State University, USA
Abstract:
As administrators guide school of education and campus-wide collaboration and communication regarding professional accreditation and institutional effectiveness, they seek tools to streamline the processes and support the efforts of faculty and staff. TaskStream provides such a tool in the web-based Accountability Management System (AMS), helping to promote a culture of educational excellence in both academic and non-academic units. The presenters will demonstrate in real time the creation, submission and evaluation of student generated standards-based evidence as well as generating a variety of reports on assessment data collected through faculty evaluations. This session also highlights and provides samples of the AMS to prepare NCATE/TEAC accreditation reports and the Learning Achievement Tools (LAT), which include student electronic portfolios. Also included will be specific use case scenarios from teacher education programs implementing the tools including Mississippi State University.
Twenty-first Century Standards Driven Formative and Summative Performance Assessment in a Reflective e-Folio
ID: 25010
Type: Poster/Demo Topic: Assessment and E-folios
Room: 15
Wed, Mar. 4 5:15 PM-6:45 PM
Authors:
Lorraine Boyle, Bemidji State University, USA
Abstract:
The Standards of Effective Practice drive teaching and learning through alignment and assessment. One professor’s journey conveys specific process and examples of twenty-first century curriculum mapping and performance assessment tools leading students in developing reflective portfolios complete with artifacts aligned to standards and indicators. Hybrid-online reflective student e-Folios demonstrate proficiency in the Standards of Effective Practice.
Unveiling the possibility of a bottom-up approach for implementing electronic portfolios in a teacher preparation program
ID: 24181
Type: Brief Paper Topic: Assessment and E-folios
Room: 17
Thu, Mar. 5 11:15 AM-12:15 PM
Authors:
Heejung An, William Paterson University, USA
Hilary Wilder, William Paterson University, USA
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.
Four Years of E-Portfolios in Teacher Education – What Has Been Learned?
ID: 24810
Type: Brief Paper Topic: Assessment and E-folios
Room: 10
Thu, Mar. 5 2:45 PM-3:45 PM
Authors:
Hsin-Te Yeh, Metropolitan State College of Denver, USA
Nancy Bailey, Metropolitan State College of Denver, USA
Abstract:
As technology became more relevant to the accreditation process, the Metropolitan State College of Denver (MSCD) teacher candidate paper-based portfolio in 2003 was moved to an electronic format (LiveText). While e-portfolio evidence was instrumental in MSCD’s successful accreditation reviews, this paper examines e-portfolios from the perspective of teacher candidates using the exit survey data collected from Spring 2005 to Spring 2008. Both quantitative and qualitative data analysis results revealed not only the steady progress but also the existing problems of implementing LiveText e-portfolio in the teacher education. The results also provided a direction for improving the quality of LiveText e-portfolio implementation.
Power of Social Interaction Technologies in Youth Activism and Civic Engagement
ID: 25317
Type: Full Paper Topic: Web/Learning Communities
Room: 11
Thu, Mar. 5 4:00 PM-5:00 PM
Authors:
Melda Yildiz, William Paterson University, USA
Yungwei Hao, University of Taiwan, Taiwan
Abstract:
The paper discusses the impact and power of social interaction software and outlines its promising implications for education, creativity and collaboration among its users. Social Interaction Technologies and Collaboration Software have been changing the way we experience our world. From showcasing digital portfolios (secondlife) to posting online reflections and journals (blogspot), co-writing books (wikibooks) to co-producing digital stories (voicethread, footnote), social interaction software is increasingly being used for educational and lifelong learning environments. The usage of social interaction software develops opportunities and supports “Open Learning” practices and processes, and promotes exchanges, connections, and collaboration among people who share common ideas and interests. In our study, we explore the new generations’ participation in the public good, investigate whether they use social networking for social responsibility. K12 students are connected generation for whom social networking is an essential aspect of life.
Multi-dimensional Assessment for eLearning; Traditional and Social Assessment Models
ID: 24788
Type: Brief Paper Topic: Assessment and E-folios
Room: 9
Fri, Mar. 6 11:15 AM-12:15 PM
Authors:
Thomas Downey, Embanet ULC, Canada
Abstract:
New modalities of learning require new models of assessment for learners. No longer do we look for mastery of an instructional objective, we also look for communication, team building and critical thinking skills. Multiple models of assessment can converge into a new portfolio of assessment for online learning. This session will focus on a multi-dimensional approach to assessment of eLearning success based on the learning environment and how it prepares students for the virtual / collaborative professional environment.
Constructing E-folios using TINS – a case study
ID: 25604
Type: Brief Paper Topic: Assessment and E-folios
Room: 16
Fri, Mar. 6 10:00 AM-11:00 AM
Authors:
Yi-Feng Huang, Jhih-Syue Elementary School, Taiwan
Min-Jin Lin, National Dong-Hwa University, Taiwan
Abstract:
The authors had designed and developed a web-based environment TINS (abbreviated for Theme-based Inquiry Network Studio). There are 34 software tools embedded in five different modules in TINS, and teachers can use some of the software tools in teaching when appropriate. The friendliness of the user-interface and the easy-to-use features of TINS made it a useful web-based environment for both novice and expert teachers who were motivated to learn and to use TINS in different application. This paper reported a case elementary school teacher who constructed his e-folios by applying TINS to support teaching, research and administration on the course of his professional development.
2009_03 SITE 2009
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