A Bottom-Up Approach for Implementing Electronic Portfolios in a Teacher Education Program

From Section:
Instruction in Teacher Training
May. 25, 2010
Spring 2010

Source: Journal of Digital Learning in Teacher Education, Volume 26, NumberĀ 3 (Spring 2010).

In an effort to generate a bottom-up approach for the program-wide implementation of electronic portfolios, this article first reports on the ways in which teacher candidates perceived the benefits and setbacks of this experience, after an initial course.
Second, this article reports on whether and how the teacher candidates continued to develop their e-portfolios voluntarily throughout the program, after the initial course.

The results indicate that even though the electronic portfolios were initially perceived to be highly beneficial for several reasons (including the development of critical thinking skills and creativity, and as a useful way to showcase work for employers), the voluntary nature of the ongoing process discouraged further development.

Overall, the two primary setbacks students perceived (technical challenges during development and the amount of time needed) outweighed the benefits, thus preventing them from continuing their electronic portfolios for future endeavors. Through these lessons learned, the authors provide recommendations to readers who are considering the adoption of electronic portfolios.

Updated: Jan. 17, 2017
Attitudes | College students | Digital portfolios | Preservice students | Program implementation | Teacher education programs