Defining the Role of the Digital Portfolio in Teacher Education
West Virginia Network (WVNET) Annual Conference,
The digital portfolio should serve the same purpose as the traditional portfolio in teacher training programs. Both the traditional portfolio and the digital portfolio can be used as reflective instruments and diagnostic tools, unique vehicles that allow students to express who they are and what they can do. A logical construct for the digital portfolio can be developed by combining personal professional goals of preservice teachers with the standards set by the Interstate New Teacher Assessment and Support Consortium (INTASC). Additional benefits to be realized when incorporating digital portfolios in teacher training are: (1) teaching preservice educators technology skills within a relevant context: (2) eliminating storage problems; and (3) providing preservice teachers with a powerful tool for gaining employment. The dissemination of the digital portfolio can be accomplished by using either the CD-ROM or the World Wide Web. (Contains 16 references.) (Author/MES)
Polonoli, K.E. (2000). Defining the Role of the Digital Portfolio in Teacher Education. Presented at West Virginia Network (WVNET) Annual Conference 2000.
Cited ByView References & Citations Map
Bartlett Andrea, University of Hawaii-Manoa, United States
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 9–12
Elizabeth K. Wilson, Vivian H. Wright & B. Joyce Stallworth, The University of Alabama, United States
Journal of Technology and Teacher Education Vol. 11, No. 4 (2003) pp. 515–527
David Byrum & Liz Stephens, Southwest Texas State University, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 591–592
Linda Scott-Hendrick, Scott Lowder & Zeno Franco, U.C., Riverside, United States
Society for Information Technology & Teacher Education International Conference 2002 (2002) pp. 562–563
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