Research on Electronic Portfolios in Teacher Education

Electronic Portfolios in Teacher Education

Neal Strudler, University of Nevada Las Vegas
Keith Wetzel, Arizona State University

This site was created to distribute research information and findings from our study on the use of electronic portfolios in teacher education programs. During the first phase of the research, we identified teacher education programs in which e-portfolios were well-articulated, mature, and implemented program-wide for a minimum of two years. From that sample, we selected six sites and conducted case studies for each, based on observations, review of portfolios and program materials, and extensive interviews of faculty, administrators, support staff, and students.

Findings from the study are being released to address research questions such as...

What was the situational and historical context in which electronic portfolios were adopted and implemented?
What do the various facets of the electronic portfolio process look like as implemented?
What are the benefits and costs of electronic portfolios as perceived by the various stakeholders?
Are the perceived benefits worth the investment for teacher education programs?
What are the “next steps” envisioned for the electronic portfolio programs?
What recommendations do experienced users of e-portfolios have for programs in earlier stages of adoption or implementation?

Publications

Strudler, N. & Wetzel, K. Costs and benefits of electronic portfolios in teacher education: Faculty perspectives. Accepted for publication in the Journal of Computing in Teacher Education.

Wetzel, K. & Strudler, N. (2006). Costs and benefits of electronic portfolios in teacher education: Student voices. Journal of Computing in Teacher Education, 22(3), 69-78.

This study investigated the benefits and costs of using electronic portfolios in preservice teacher education by examining the voices of students in six programs thought to be mature in their implementation. Benefits included opportunities to reflect, better access to and organization of professional documents, increased technology skills, and better understanding of teaching standards. The costs or disadvantages included issues of program implementation, access to and reliability of the technology, and the amount of time and effort expended. The authors conclude that understanding student perceptions of their experiences can lead to improved practices and policies with regard to EPs.

Wetzel, K. & Strudler, N. (2005). The diffusion of electronic portfolios in teacher education: Next steps and recommendations from accomplished users. Journal of Research on Technology in Education, 38(2), 231-243.

This is the second part of a two-part article on the diffusion of electronic portfolios in preservice teacher education. The first part addressed issues of adoption and implementation; this part documents “next steps” and key recommendations by informants from the six programs studied. Next steps included streamlining requirements, addressing reliability of technology and access, and planning for data aggregation and program evaluation. Key recommendations were to involve a broad base of participants in the planning process, clarify the purposes for electronic portfolios, move forward incrementally, and provide sufficient technology access, training, and support.
Strudler, N. & Wetzel, K. (2005). The diffusion of electronic portfolios in teacher education: Issues of initiation and implementation. Journal of Research on Technology in Education, 37(4), 411–433.

This descriptive study investigated the diffusion of electronic portfolios in preservice teacher education by documenting the context and emergent practices in six programs identified as mature in their implementation. Context variables examined include prior use of paper portfolios, pressures for standards-based assessment, and leadership and governance issues. Variations in program implementation are also explored including the portfolio tools employed, artifact selection, evaluation of student work, and the role of reflection. Findings of the study suggest that amidst the common themes across programs, there are numerous variations in approaches to e-portfolio use.

Wetzel, K. &. Strudler, N. (2005). A survey of colleges of education thought to be accomplished users of electronic portfolio programs. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber, & D.A. Willis (Eds.) Technology and Teacher Education Annual (pp. 208 - 214) Norfolk, VA: Association for the Advancement of Computing in Education.

This paper reports the results of a survey of deans of schools, colleges, and departments of education thought to be mature or accomplished users of electronic portfolios. Specifically, we sought to describe important aspects of programs nominated as mature users. This is the first phase of a larger study of mature users of electronic portfolio systems in programs leading to initial teacher certification. Subsequent phases of the study focus more deeply on selected institutions surveyed during this phase.

Conference Presentations

Wetzel K. & Strudler, N. (March, 2008). Are Electronic Portfolios a Good Idea for Teacher Education? A paper presentation at the the Annual Meeting of the Society for Technology and Teacher Education, Las Vegas, NV.

SIG-TACTL Symposium, (April, 2007) Papers presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Strudler, N. & Wetzel, K. Electronic Portfolios in Teacher Education: Current Goals and Future Directions. (Powerpoint presentation).

Paul Gathercoal, California Lutheran University; Douglas O. Love & Gerry McKean, Illinois State University. Webfolios in Teacher Education: Teacher Performance Expectations and Teaching Performance Assessments - Present and Future.
Jason Adsit, Johns Hopkins University. The Transition from Linear to Integrated Digital Portfolios: Implications for Assessment of Teacher Candidates
Pete Adamy, University of Rhode Island. The Value of Reflective Frameworks for Preservice Teacher Reflection in Electronic Portfolios
Helen Barrett, Reflect Initiative. Discussant notes (Powerpoint presentation).

Strudler, N. & Wetzel, K. (February, 2007). Electronic Portfolios in Teacher Education: Do the Benefits Outweigh the Costs? (Powerpoint presentation). Paper presented at the Annual Meeting of the Association of Teacher Educators, San Diego, CA.
Strudler, N. & Wetzel, K. (April, 2006). Costs and Benefits of Electronic Portfolios in Teacher Education: Faculty and Administrative Perspectives. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco. CA.
Wetzel, K. & Strudler, N. (March, 2006). Electronic Portfolios in Teacher Education: Practical Recommendations from Research An invited presentation at the Annual Meeting of the Society for Technology and Teacher Education, Orlando, FL.

Support Materials

Interview Guides

Initial Survey

Last modified: March 3, 2008