Subtitle. Two Professional Development Coordinators learn about the process of ePortfolio development, support structures, the products that result, and the necessity of faculty buy in. A Comparison of Contexts. Lyndon State CollegeElementary Education majorsAll sophomores create course ePortfoli
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1. Enhancing Pre-service Teachers’ Reflective Practice via Technology Competencies and ePortfolio Development Marilynn Davis, Ed.D
Deborah Waggett, Ph.D
March 20, 2006
2. Subtitle Two Professional Development Coordinators learn about the process of ePortfolio development, support structures, the products that result, and the necessity of faculty buy in
3. A Comparison of Contexts Lyndon State College
Elementary Education majors
All sophomores create course ePortfolios
All juniors create working licensure ePortfolios
PD Coordinator- instructor for both courses
2nd year of project- 5/15 seniors created ePortfolios on their own Castleton State College
Physical Education majors create both course and licensure ePortfolios
Elem. & Sec. Ed- optional
PD Coordinator=tech support
2nd year of project- 12/27 seniors created ePortfolios
4. Student Work/Data Lyndon State College
Six Elementary Education junior-level licensure ePortfolios
Entry 2: Understanding Student Learning
Entry 5: Colleagueship and Advocacy Castleton State College
Four Physical Education licensure ePortfolios
Entry 1: Teaching Episodes
Entry 2: Understanding Student Learning
Entry 6: Self-Reflection and Vision (+philosophy statement)
5. Tool Levels of Reflection
Description of instruction from teacher perspective.
Effective and efficient management of the lesson.
Description of multiple classroom issues
Discussion includes student and faculty perspectives
Discussion includes teacher/student/community/administrative perspectives
Connections are made to concepts related to social justice, morals, ethics, and caring.
From The Johns Hopkins University Digital Portfolio and Guide
7. Process Lyndon State College
Juniors expected to use tools to support reflective practice
Other faculty introduced to tools to guide the students who they supervised
Castleton State College
Faculty presented with tools to facilitate reflective practice.
8. Findings RQ1: Does the depth and quality of reflection change with the introduction of the Levels of Reflection tool?
LSC students relied heavily (62%) on the Levels of Reflection tool
Concentrated focus on reflective writing early in the semester
Allowed for the exploration of issues with a critical lens that The Reflection Cycle does not allow
Students wrote more in depth responses
CSC students responded to the Levels of Reflection 44% of the time.
Technical writing: re-creation of a instructional strategies used and how well a student could complete a skill or state a rule.
Contextual writing most commonly referred to the enjoyment of the lesson
Students at both schools struggled to attain a critical level of reflection.
9. Findings RQ2: Does The Reflection Cycle support and enhance the process of reflecting on artifacts expected in course and licensure portfolios?
LSC students were less likely (37%) to use the Reflection Cycle
Juniors had no opportunities to apply the Reflection Cycle until the second half of the semester.
Students were not attentive to the specific questions: Appraise (10%) and Transform (5%)
Neither Entry 2 nor Entry 5 prompt specifically for transformational writing.
CSC students were more likely to use the Reflection Cycle (55%)
Analyze: included Why? or How?, not both
Appraisal: included the importance of learning sports or social skills without connection to goals or standards
Transformational writing most often appeared in Entry 6: Self-Reflection and Vision, which prompts students to discuss their strengths, areas for growth, and a plan for improvement
10. Findings RQ3: Do the different tools used to support reflective writing in the ePortfolio influence reflection differently?
The two tools complimented each other through the contextual aspects of reflective writing to appraisal of teaching practices
11. Conclusions Quantitative data tells an insufficient story
Preservice teachers spend more time, write lengthier pieces, feel empowered to participate in their own learning.
Tools provided a concrete method to conceptualize experiences
Tools also supported the need to improve future teaching, to continuously develop goals, and to push our teachers and students towards social change.
12. Recommendations:Next steps Use knowledge of faculty and student attitudes to further finesse approach to integrating technology into teacher education
Ultimately, preservice teachers will transfer technology and reflective writing skills to K-12 students
As a result K-12 students will be able to view reflection as necessary and healthy and writing as an effective tool to develop, revise, and appraise personal and professional goals
13. Hyperlink to Brief Paper: Enhancing Pre-service Teachers’ Reflective Practice via Technology Competencies and ePortfolio Development