Outline

Uses of Portfolios
Types of Portfolios
Defintions of Web Portfolios
Technical Considerations for Web Portfolios
Sample Web Portfolios
Issues with Web Portfolios
The Bloomsburg Program

This presentation will explore the creation and use of web portfolios by preservice teachers.  In addition, this presentation will relate the experiences and reflections of the presenters who have had students construct web portfolios for the past three years.

The concept of preservice teacher portfolios has been a very popular topic among teacher-educators for many years. Preservice teacher portfolios have been used primarily for preservice assessment and as a demonstration of preservice teaching skills and accomplishments (Table 1).  A less common use of portfolios is as a teaching aid or teaching tool.

Preservice teacher portfolios can be divided into three categories: printed portfolios, electronic portfolios, and web portfolios.  Table 2 outlines the various terms that are associated with these different types of portfolios. This presentation will describe the advantages and disadvantages of web portfolios and how they compare with these types of portfolios.

Although the concept of web portfolios is not new, the research dealing with this topic is limited as evidenced by the number of documents found on ERIC (Table 3).  The presenter will conduct a literature review of pre-service teacher web portfolios for the final presentation. The presentation will include a description of hardware and software requirements and will explore sample web portfolios used by colleges and universities.  The presentation will outline issues such as skills required to construct portfolios, use of templates, longevity of portfolios, outdated information, safeguarding private information, volunteer vs.  required web portfolios, and technical problems.
This presentation will also explore the creation and use of web portfolios by undergraduate and graduate pre-service teacher throughout a 3-year period.  The setting for this activity is in required and elective educational technology courses in the presenters’ classrooms.  In some courses, students buy their own domain names and in other courses, students use the university server.  During the past three years, students were required to put all of their work on the web including lesson plans, units, PowerPoint lessons, hotlist of favorite sites, résumé, blogs, podcasts, digital movies, digital picture essays, PhotoShop projects, Flash projects, Google Tools, WebQuests, desktop publishing projects, Special Education projects, and other technology applications as we teach them in our courses (Future Table 4).  In the introductory courses, students were provided server space by the University, and in the graduate and advanced courses, students were required to buy their own domains.   
The presenters will give statistics outlining the number of students who maintained their web sites after the end of their course.
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The presentation will be supplemented through the following web sites related to the following web sites maintained by the presenter:
http://webportfolio.info
http://teacherworld.com/ec
http://teacherworld.com/it
http://teacherworld.com/wc
http://teacherworld.com/site2008.html
http://teacherworld.com/itwebpages.html

The practice of web portfolios meets certain performance indicators of the ISTE standards in all six areas.

References

Ahn, J. (2004). Electronic portfolios: Blending technology, accountability and assessment. T.H.E. Journal, 31(9), 12-18.

Banister, S., Vannatta, R., Ross, C. (2006). Testing electronic portfolio systems in teacher education: Fighting the right fit. Action in Teacher Education, 27(4), 81-90.
 
Border, L. (2002). Preparing future faculty: The socratic portfolio: A guide for future faculty. Political Science and Politics, 35(4), 739-742.

Gatlin, L., Jacob, S. (2002). Standards-based digital portfolios: A component of authentic assessment for preservice teachers. Action in Teacher Education, 23(4), 28-34.

Hunt, A., Terrell, M., Wood, B. (2006). Digital portfolios: Software selection for student  
manipulation. Computers in the School, 23(1/2), 139-147.

Jiang, B., Redish, T., Webb, L. (2006).  Design and implementation of a web-based portfolio for aspiring educational leaders: A comprehensive, evidence-based model. Journal of Educational Technology Systems, 34(3), 283-295.

 Lumsden, J., Garis, J., Reardon, R. (2001). A blueprint for building an online career portfolio.Journal of Career Planning and Employment, 62 (1), 38-37.

 Niguidula, D. (2003). The digital portfolio: A versatile multimedia tool. Principal. 82(3), 56-70.

Sanders, M. (2000). Web-based portfolios for technology education: A personal case study. Journal of Technology Studies, 26(1), 11-18.

Other tables to be included:

• Past and Present Items Required on Students Web Sites for Dr. Pastore’s Classes
• The Number of Students Who Maintained and Updated Their Web Sites by Course and Semester
• Advantages and Disadvantage of the Different Type of Portfolios for Preservice Teachers
• Universities and Colleges that Use Web Portfolios
  

©Raymond S. Pastore, Ph.D.
Professor of Education
Teacherworld.com
1148 McCormick Center
Bloomsburg University
Bloomsburg, PA 17815-1301
570-389-4236/4025