A Three-Year Study of E-Portfolios in a Preservice Teacher Education Program John Fischetti, Professor and Chair Robert Smith, Associate Professor Joe Feinberg, Assistant Professor Dennis Kubasko, Assistant Professor Angelia Reid-Griffin, Assistant Professor Department of Specialty Studies September 30, 2005

E-portfolios are increasing in popularity in teacher education as a means of authentic candidate assessment and program accreditation. UNCW’s experience and study using one web-based toolset shows great promise.

Our teacher education program has been using a web-based toolset to engage our interns in lesson design and portfolio development. This presentation will share the results and examples from our study.

Why are you here? Questions of the Audience Classroom Performance System

Does your institution currently use an e-portfolio system? Yes No

For those who said, “Yes,” do you use: An “in-house” designed system? A modified version of PowerPoint? Web pages that include links to artifacts? A web-based system that is developed by a private sector company? Other

What is the primary benefit of using e-portfolios? Having data on candidate performance for accreditation. Having archival evidence for program improvement. Having candidates build portfolio evidence online throughout their programs. Other

TaskStream web-based tools enable educators to design lessons and units, map and track standards, create rubrics, develop electronic portfolios and web pages, and compile and distribute shared curriculum resource collections.

Why TaskStream? Support Innovation Pricing Ease of Use Educator Friendliness Archiving Data/Portfolios

E-portfolios are increasing in popularity in teacher education as a means of candidate assessment and program accreditation (NLII, 2003). The increase in popularity raises a number of key questions and issues for teacher education programs related to: How can e-portfolios be effective in generating, recording, and assessing learning? What are the pedagogical benefits? What should the content standards be for e-portfolios? How can e-portfolios contribute to both formative and summative assessment? How can e-portfolio be guided by what we know about how students learn? How do we document and assess the impact of e- portfolios on student learning? How can e-portfolios be used to plan and integrate lifelong learning experiences (NLII, 2003)?

History and Results of our Effort In fall 2002, the secondary English, social studies, and science program coordinators met with the department chair to discuss using “E-Portfolios.” We saw several advantages in using an electronic medium:  Easier to share materials, both between students and faculty, as well as among peers. In addition, supervisors could review lesson plans electronically prior to an observation.  Easier for candidates to link to other assignments in creating their portfolio.  All students’ work would be stored in one place.  TaskStream would provide a common format for lesson plans, and the appropriate national or state standards could be easily plugged in.

Methods - Study January, 2003  Interns were trained in the use of the online toolset Spring, 2003  Interns use of the online toolset was recorded electronically  Surveyed interns at end of internship Summer, 2003  Analyzed data collected from the internship  Recommendations and changes were made for the introduction and implementation of an online toolset in methods class

Methods - Study  All interns use TaskStream for methods and all prepare exit portfolio.  Data analyzed and support increased for faculty and students Fall 2005  Analyzed data collected from the internship  All WSE courses use TaskStream as a way to store evidence (foundations e-portfolio through internship exit portfolio)

Data

Median Scores 4 point scale 2003 N = N = N = 81 I support the use of technology in the classroom A variety of technologies are important for student learning Student motivation increases when technology is integrated into the curriculum Attitudes Towards Technology

Student Attitudes Toward Technology 4 = Strongly Agree

Attitudes Towards Technology by Discipline Area (2005) Median Scores 4 point scale English N = 25 PE N = 11 Science N = 8 Social Studies N = 22 I support the use of technology in the classroom A variety of technologies are important for student learning Student motivation increases when technology is integrated into the curriculum

Median Scores 4 point scale 2003 N = 30* 2005 N = 81 WSE should continue using an electronic toolset The toolset provided opportunities for the review and modification of work I used the toolset frequently Attitudes to Electronic Toolset *2003 scale was a five-point scale, 2005 is a four-point scale.

Attitudes Towards Technology by Discipline Area (2005) Median Scores 4 point scale English N = 25 PE N = 11 Science N = 8 Social Studies N = 22 Being able to have lesson plans reviewed electronically by a supervisor prior to teaching improved my teaching Having all my lesson plans in one place benefits me greatly

2005 Demographic Data 81 interns Gender: 28% male, 72% female Race: White 88%; 7% Hispanic American; 4% African American; 1% Asian American Age Number% over StatusNumber% Undergrad MAT11.2 Licensure only/not currently teaching

Toolset Examples, Exemplars

Online toolset Overview for novice usersOverview  Communications Message center Discussion Board  Instructional Design Unit Builder Lesson Builder Rubric Wizard

Online toolset Overview for novice users  Programs and Resources My Programs Standards Manager  Web Publication Web folio –Directed response folios –Presentation portfolios  Examples of student work Examples

Presentation Portfolio Graduate Student working on her MAT licensure in Social Studies

Presentation Portfolio Undergraduate student working on teacher licensure

Graduate Summer Course Use the online toolset to prepare three materials for grades Cape Fear River and Ft. Fisher Aquarium Estuarine Resource  Lesson Plan  Curricular Resource Curricular Resource  Full Video

EDN 303 – Instructional Technology Begin collecting artifactsartifacts Students submit an end-of-Course Portfolio Program portfolio across foundations courses, methods courses and internship

Electronic portfolios benefits…

For Interns An ability to make connections between content studied in introductory core education courses and methods courses The capability to perform advanced technology competencies The accessibility of materials developed throughout program An increased knowledge and skill to use an online resource tool

For Faculty, For Administrators The ability to use the tool in new ways to enhance teaching of course (video, unit/lesson/rubric builder, discussion board) The capability to demonstrate advanced technology competencies The accessibility of course materials for research and accreditation purposes The increased knowledge and skills to use online resource tool to enhance teaching practices Help students make connections between core education courses and methods courses

For Partnership Teachers The ability to use the tool in new ways to enhance teaching and supervision of intern The capability to demonstrate advanced technology competencies The increased knowledge and skills to use online resource tool to enhance teaching practices

After 3 years of use…..

Points of Concern… Students and faculty requested that the tool be used earlier in the education program Students and faculty requested more support and training especially with the use of the advanced features of the tool Partnership teachers requested additional support and training from the university Not every program was using the tool with students

Transformations Two faculty members assigned to provide training and support for all teacher education faculty and partnership teachers in using this tool Graduate students trained and hired to work in computer labs to assist in the instruction of students and faculty All students required to purchase an account to the tool in their introductory core education courses (instead of waiting until they are enrolled in the methods courses)

Transformations Students are able to place materials in electronic portfolio earlier in their programs Faculty have access to materials for research and accreditation purposes All programs in the School of Education are using tool with students and teachers (B-K; Elementary; Special Education; Middle; Secondary)

Questions

A Three-Year Study of E-Portfolios in a Preservice Teacher Education Program for copies of our paper and this PowerPoint please go to John FischettiJohn Fischetti, Professor and Chair Robert SmithRobert Smith, Associate Professor Joe FeinbergJoe Feinberg, Assistant Professor Dennis KubaskoDennis Kubasko, Assistant Professor Angelia Reid-GriffinAngelia Reid-Griffin, Assistant Professor Department of Specialty Studies September 30, 2005