Sentences with phrase «electronic student portfolios»

Teachers can easily collect student work samples to monitor individual progress and even build Electronic Student Portfolios.

Not exact matches

Melinda became excited about electronic portfolios; her middle school students now are creating e-portfolios that highlight their best work.

The school uses electronic portfolios for documenting students» academic growth and success.

Helen Barrett agreed, saying, «Electronic portfolios work best with students who have the technological capabilities to develop and maintain their own portfolios.»

Learn what electronic portfolios are and discover how they can help you and benefit your students.

Students are given online accounts with passwords to track classes; create an electronic portfolio of grades, test scores, and work; research careers; and organize their college search.

These resources and students» electronic portfolios can be used for curriculum planning, differentiating instruction, and individual and small group project based learning.

Although the results were positive, researchers were disappointed that few students planned to use electronic portfolios in their own teaching.

Twenty - two students agreed that their electronic portfolios looked professional, and 19 believed that the portfolios reflected them as professionals.

Two views of electronic portfolios in teacher education: Non-technology undergraduates and technology graduate students.

As in the studies cited previously, few believed they would have their own students create electronic portfolios.

On the final three items, students rated the assignment above 7 on a 10 - point scale when compared to other assignments (M = 7.30), in overall satisfaction with the assignment (M = 7.57), and in overall satisfaction with their own electronic portfolios (M = 7.87).

Regarding structure of electronic portfolios, some students thought there should have been more explicit guidelines, even a template.

The undergraduate students» responses indicated that they believed the experience of creating electronic portfolios increased the likelihood they would use technology in their future employment, a finding supported by previous research (Goldsby & Fazal, 2000; McKinney, 1998).

Educational technology was not a requirement of their program, so students entered with limited knowledge of the technology needed to create electronic portfolios.

When evaluating the electronic portfolio assignment, students were most likely to agree they had adequate access to technical support, followed by adequate access to equipment, needed equipment, and needed software (see Table 5).

This group of students was much less likely to agree that they would advocate for electronic portfolios for accreditation, student assessment or teacher assessment.

When asked what they learned from creating electronic portfolios, students were most likely to respond that they had learned to use hardware and / or software, and they had learned how to use technology to organize and present ideas.

In the all - important area of transfer, all but one student agreed that they can apply what they learned while creating electronic portfolios to their teaching (see Table 3).

In a recent study, Sherry (2001) found that most of her graduate students who created electronic portfolios planned to retain the standards - based framework when adding to and revising their portfolios after graduation, even though many were initially hesitant about overtly addressing standards for their field.

In the learning category, all but one student agreed that they learned about technology from the electronic portfolio assignment (see Table 2).

By using electronic portfolios, teacher educators serve as models of technology use, while they provide opportunities for students to apply their technology knowledge (Kariuki, Franklin, & Duran, 2001).

Students were less likely to agree that electronic portfolios are more powerful and convenient than traditional portfolios or that they would like to put their portfolios on the Web.

Eight students agreed that the electronic portfolios should be optional, and the same number believed it should be graded instead of credit / no credit.

After submitting their final portfolios, students» perspectives about electronic portfolios were captured on a 72 - item survey they were asked to complete (see appendix for a copy of the survey).

Electronic portfolios caught her interest because they provide a way for students to show clear evidence of their teaching development in a form that is easy to share, update, and store.

Even though this faculty member lacked a strong background in technology, she determined to implement electronic portfolios with her students and to study the effectiveness of this innovative assessment approach in collaboration with an educational technology colleague.

Twenty students agreed that electronic portfolios can be used to showcase teaching and learning.

At the end of the first and second semesters of their program, the students had responded to open - ended questions concerning what they had learned, potential uses of their portfolio, and the advantages and disadvantages of electronic portfolios (Bartlett, 2002).

Students reported the major advantages: (a) electronic portfolios are more powerful and convenient than traditional portfolios, and (b) they learned about technology.

Three additional items asked students to rate the electronic portfolio assignment on a 10 - point scale, and the final item asked whether students thought the electronic portfolio assignment had been worth the time spent.

All ProTeach preservice teacher education students are required to develop an electronic portfolio over the course of their study (http://www.coe.ufl.edu/school/portfolio/index.htm).

While traditional grades will still be required by the university, an electronic performance - based portfolio system will be established to allow students a venue to reflect on and demonstrate growth, to develop a working knowledge of pedagogy, (Carroll, Potthoff, & Huber, 1996), and to hone a professional voice (McKinney, 1998).

requires students to present electronic portfolios as a culminating event in the program.

In what ways can electronic portfolios serve as a medium for effective student self - assessment?