Online Teaching Portfolios

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Annotated Bibliography

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  • Capraro, M. M. (2003). Electronic teaching portfolios: Technology skills + portfolio development = powerful preservice teachers.Permalink.svg Permalink

An electronic portfolio is a collection of work captured by electronic means that serves as an exhibit of individual efforts, progress, and achievements in one or more areas. Due to rapid growth and updates in technology, keeping electronic portfolios is becoming increasingly common in a variety of educational settings. In fall 2002 at one large public university, 24 field-based preservice teachers designed professional portfolios using either an electronic format or a traditional three-ring binder format. On a ten-point rubric scale, preservice teachers received a mean score of 9.61 and 9.48, respectively, on their electronic or traditional portfolio presentation, indicating little difference as determined by principals and university professors. Through interviews, however, it was determined that the value of video clips included in the electronic portfolios proved to be valuable to administrators in determining teacher candidate effectiveness.

  • Hallman, H. L. (2007). Negotiating teacher identity: Exploring the use of electronic teaching portfolios with preservice english teachers. Journal of Adolescent & Adult Literacy, 50(6), 474-485.Ubc-elink.png

Electronic portfolio use within the context of a teacher education program is explored in this article. Although the use of e-portfolios has emerged as a topic that integrates new technologies and the education of preservice teachers, little work thus far has documented the complexities involved in the authoring process of e-portfolios. To address this gap, this article focuses on two preservice teachers' processes of crafting e-portfolios. Specifically, the article documents the realities of presenting oneself to multiple audiences through the vehicle of the electronic teaching portfolio. The term "teacher identity" is introduced as a way to describe preservice teachers' need to present themselves through the e-portfolio as both "competent beginning teachers" and "inquisitive college students." The author analyzes interviews with preservice teachers, concluding that e-portfolios can be viewed as potential spaces for important talk about teacher identity.

  • Hartnell-Young, E., & Morriss, M. (2007). Digital portfolios: Powerful tools for promoting professional growth and reflection. Thousand Oaks, CA: Corwin Press.Ubc-elink.png


  • Herman, L. P., & Morrell, M. (1999). Educational progressions: Electronic portfolios in a virtual classroom. T.H.E.Journal, 26(11), 86-89.Ubc-elink.png

Discusses the use of electronic portfolios and their assessment and describes the development of an electronic teaching portfolio Web site that can facilitate teacher development alone or in conjunction with an accompanying traditional inservice training course. Examines the educational reform movement and the new emphasis on student-centered learning.

  • Herner, L. M., Karayan, S., McKean, G., & Love, D. (2003). Special education teacher preparation and the electronic portfolio. Journal of Special Education Technology, 18(1), 44-49.Ubc-elink.png

This article describes how Webfolios are used in California Lutheran University's (CLU) education specialist credential preparation program. Sections address the benefits of using Web-based electronic portfolios, the CLU School of Education Webfolio system, specific uses by the education specialist program, and implementation issues, including user and training requirements, system acquisition, and hardware requirements.

  • Hill, D. M. (2003). E-folio and teacher candidate development. Teacher Educator, 38(4), 256-66.Ubc-elink.png

Asserts that as the demand for authentic, standards-based assessment of teacher performance grows, teacher educators need to develop new tools to record and organize evidence of successful teaching. Electronic portfolios that document professional growth, reflective practice, and demonstrated competencies on set standards or principles can be such a tool. Electronic portfolios are constructive instruments for authentic assessment that promote connections between teaching, learning, reflection, and evaluation.

  • JEFFREY R. YOUNG. (2001). Professors publish teaching portfolios online. The Chronicle of Higher Education, 47(49), A.31.Ubc-elink.png

In an effort to analyze and improve their teaching, some professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom. A collection of such portfolios can be found in the new Knowledge Media Library, a virtual resource center created by the Carnegie Foundation for the Advancement of Teaching.

  • Jafari, A., & Kaufman, C. (2006). Handbook of research on ePortfolios. Hershey PA: Idea Group Reference.Ubc-elink.png


  • Leonard P Herman, & Mark Morrell. (1999). Educational progressions: Electronic portifolios in a virtual classroom. T.H.E.Journal, 26(11), 86.Ubc-elink.png

Herman and Morrell have developed an Electronic Teaching Portfolio Web Site (ETPWS) that will facilitate teacher development alone or in conjunction with an accompanying traditional in-service training course. It is a self-directed exploration on the topic of portfolio assessment.

  • Milman, N. B. (1999). Web-based electronic teaching portfolios for preservice teachers.Permalink.svg Permalink

This paper describes a qualitative research study concerning the use of the World Wide Web to create electronic teaching portfolios in a preservice teacher education pilot course at the University of Virginia. The goal of the pilot course was to learn about the participants' purpose in creating an electronic teaching portfolio, the process they employed to create one, and the learning gained in the process. Interviews with the participating preservice teacher education students, participant observation in their class, and analysis of the journals students maintained revealed that the process was constructivist, demanding, and multifaceted. A brief review of the literature is provided, as well as a discussion of the following empirical assertions that resulted from the study: (1) creating electronic teaching portfolios is a constructivist process that promotes an examination of students' beliefs, philosophies, objectives, and purposes for teaching; (2) constructing electronic teaching portfolios using technology, specifically the Web, was a complex and demanding process for students; and (3) students enrolled in the course to enhance their technology skills, to create a portfolio in a structured manner, and to make themselves more marketable for jobs.

  • Milman, N. B. (2005). Web-based digital teaching portfolios: Fostering reflection and technology competence in preservice teacher education students. Journal of Technology and Teacher Education, 13(3), 373-396.Ubc-elink.png

This paper describes the findings of a qualitative study to examine preservice teacher education students' experiences and reasons for creating digital teaching portfolios. Also, it examines the advantages and disadvantages of creating digital teaching portfolios. Findings indicate that the process of creating digital teaching portfolios was a constructivist one that fostered self-confidence in students' professional and technical skills. Also, students enrolled in the course to enhance their technology skills, for guidance in the process of developing a digital teaching portfolio, and to create a portfolio that would make them more marketable.

  • Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco: Jossey-Bass.Ubc-elink.png

"Thoroughly revised and updated, this fourth edition of the classic hands-on resource offers a comprehensive review of all the facets developing teaching portfolios. This new edition will contain new perspectives and ideas; an expanded section on web-based electronic teaching portfolios ; a sample of colleges and universities that shows how they have implemented portfolios; real-world teaching portfolios of twenty-one faculty members and a report from a university provost on what he looks for in a portfolios submitted for promotion."--

  • Stansberry, S. L., & Kymes, A. D. (2007). Transformative learning through "teaching with technology" electronic portfolios. Journal of Adolescent & Adult Literacy, 50(6), 488-496.Ubc-elink.png

Along with discussion of format and design of electronic portfolios, this article addresses the larger question of what happens to teachers when they invest in creating a professional portfolio. Are they able to transform this experience into more authentic assessment with their own students? Beside acquiring proficiency in using portfolio development tools, do teachers find that their core beliefs and philosophies related to these tools been altered? Seventy-eight teachers created e-portfolios during their participation in a graduate-level education course. Quantitative and qualitative data were collected and are explained in terms of Mezirow's transformational learning theory. While not all of the teachers seemed ready to replicate the process of developing electronic portfolios with their students, it is clear that they were transformed by the process of creating their own. In particular, the content addressed through this particular portfolio and the format of the course (collaboration, critical reflection, supportive discussion, and individual construction of learning experiences) did facilitate transformative learning.

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