Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers' Perceptions and Performance on Their Eportfolios

Autor/inn/en	Tur, Gemma; Urbina, Santos
Titel	Blogs as Eportfolio Platforms in Teacher Education: Affordances and Limitations Derived from Student Teachers' Perceptions and Performance on Their Eportfolios
Quelle	In: Digital Education Review, (2014) 26, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Foreign Countries; Teacher Education Programs; Electronic Publishing; Web Sites; Diaries; Portfolios (Background Materials); Student Attitudes; Preservice Teachers; Early Childhood Education; Preschool Teachers; Web 2.0 Technologies; Technology Uses in Education; Qualitative Research; Case Studies; Scoring Rubrics; Group Discussion; Evaluation Methods; Technological Literacy; Spain + Suchen Sie Ihr Suchwort? Ausland; Elektronisches Publizieren; Web-Design; Diary; Tagebuch; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study; Scoring formulas; Auswertungsbogen; Gruppendiskussion; Technisches Wissen; Spanien
Abstract	At the University of the Balearic Islands, in Ibiza local centre, an eportfolio project in Teacher Education has been implemented since the 2009-2010 school year. This article is based on the research of the two first school years (2009-2010 and 2010-11) of experimental implementation of blogs as electronic portfolios. The results reported are those related to student teachers' perceptions of blogs as eportfolios and the assessment of their performance. The project is aimed at fostering the construction of an electronic portfolio in order to build student teachers' networked selves as future Early Childhood Education teachers. Both the project and research are based on the principle that social media empower eportfolios. Data obtained allows us to observe some affordances of blogs as eportfolio platforms. However, data collected during the two-year period of research raises some unexpected issues of blogs as eportfolios. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://greav.ub.edu/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01