Source: Journal of Technology and Teacher Education, Volume 19, Issue 2, April 2011, 189-207.
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience.
Inquiry into these practices was facilitated through embedded tutorials, assignment suggestions, and question prompts based on principles of evidential reasoning.
Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans.
However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.