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Teachers reflecting about the implementation of an ePortfolio to encourage student self-regulation
PROCEEDINGS

, , Concordia University, Canada

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper examines the first steps of the implementation of an ePortfolio to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study tried to answer the following two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the variables that influence student learning and their pedagogy when using an ePortfolio? A focus group was conducted with French Québécois teachers. The preliminary results show that the ePortfolio software was a good experience for one of the teachers, but two teachers faced more important issues during the implementation phase.

Citation

Davidson, A.L. & Naffi Abou Khalil, N. (2011). Teachers reflecting about the implementation of an ePortfolio to encourage student self-regulation. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2952-2956). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved January 27, 2020 from .

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