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Interactive Electronic Portfolios: Documenting Educators’ Professional Development
PROCEEDINGS

, , , , University at Albany/SUNY, United States ; , The College of Saint Rose, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The use of portfolios for documenting student progress is a common practice in higher education. Many disciplines are requiring that a student's work serve as evidence of skills, knowledge, and experience. Many professions require that portfolios be part of the application for review and admission into practice. Preparation and certification as a teacher is one profession now requiring a portfolio. Questions have been raised about the effectiveness of electronic portfolios. Proponents of electronic portfolios for teacher educators are trying to obtain definitive answers to these questions; they are also attempting to show the "value added" available when portfolios are used to document teacher ability. The purpose of this paper is to present an electronic portfolio process that is being used as part of the activities at a teacher preparation program and to present evidence of the impact of this use.

Citation

Newman, D., Mountain, L., Cohen, M., Asaro, K. & Spaulding, D. (2004). Interactive Electronic Portfolios: Documenting Educators’ Professional Development. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1396-1401). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 18, 2020 from .

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