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Beyond the ‘farts and flashes’: Responding to student and instructor concerns in the design, development, and presentation of electronic portfolios (Five years on)
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, , , , Virginia Tech, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Situated within the context of (a) discipline specific National Standards that embrace constructivist philosophies (NCTM, 1989; NCSS; 1984; NCTE/IRA, 1996; NRC, 1996), (b) on-going efforts to prepare tomorrow's teachers to seamlessly integrate technology within their classrooms, (c) Virginia's teacher education standards (Virginia Department of Education, 1998), and (d) a recognition that learning to teach is a socially constructed process of self organization and enculturation, this paper provides a case study of how one group of secondary teacher educators, over a five year period, has and continues to respond to both student and instructor concerns with regard to conceptualizing; designing; developing; supporting; and assessing electronic portfolios that communicate pre-service teachers' understandings and competencies in order to meet specific performance standards and principles.

Citation

Prickett, R., Carico, K., Sianez, D. & Hicks, D. (2003). Beyond the ‘farts and flashes’: Responding to student and instructor concerns in the design, development, and presentation of electronic portfolios (Five years on). In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 81-83). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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