Can Digital Teaching Portfolios Become Tools for Technology Integration?
Rick Baker, Pendergast School District, United States ; Alice Christie, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to explore a potential relationship between developing digital teaching portfolios and a propensity to integrate technology in the classroom. Graduate students, who were also practicing K-12 teachers and who were enrolled in the initial educational technology course of an M.Ed. program, created digital teaching portfolios centered on a self-selected growth goal based on the ISTE National Educational Technology Standards for Teachers (NETS-T). The analysis of data from three surveys indicated that there was a positive change in the participants' perceptions of their technology skill level and their use of digital portfolios as a learning/assessment tool in their K-12 classrooms. Teachers also developed technology skills that they could use in their classrooms. Finally, there was evidence that the digital portfolio process engaged teachers in the process of reflection. A follow-up study is planned for Spring 2005.
Baker, R. & Christie, A. (2005). Can Digital Teaching Portfolios Become Tools for Technology Integration?. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 15-20). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).