Using  ePortfolios to facilitate the development of reflective skills in preservice teachers
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Using ePortfolios to facilitate the development of reflective skills in preservice teachers

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Pauline Roberts

Pauline Roberts

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Using ePortfolios to facilitate the development of reflective skills in preservice teachers Presentation Transcript

  • 1. Pauline Roberts EdD Candidate Murdoch University P.Roberts@murdoch.edu.auePortfolio Forum 2012
  • 2. Background and Context: Perth metropolitan university. 4th Year Bachelor of Education students. Difficulty in developing specific reflections. Needed to complete and Action Learning Project but were unsure where to start. ePortfolio platform was introduced as means of recording and presenting research. Resistance by the students to the project and the technology.
  • 3. Research Question 1: What impact does engagement in the ePortfolio environment have on the level of students reflection?
  • 4. Research Question 2: How effective are the prompts and reflective learning activities provided in the environment in increasing engagement and developing students’ reflections?
  • 5. Research Question 3: What strategies are most successful in developing reflective interactions amongst students and why?
  • 6. Overall Framework: eLearning Lifecycle • The cycles of implementation Phillips, McNaught & of the environment. Kennedy (2011) Enculturation Teaching • Examples of Good Practice Model • Activities to Complete Tishman, Jay & Perkins (1993) • Interaction Amongst Students Framework for Teacher • Action Reflection • Constructing Knowledge and Colton & Sparks-Langer Meaning (1993) • Professional Knowledge BaseIn what ways can an ePortfolio platform provide an environmentfor the scaffolding of the development of reflection in pre-serviceteachers in a University environment?
  • 7. eLearning Lifecycle
  • 8. Enculturation Teaching Model: Exemplars Interaction ActivitiesTishman, Jay and Perkins (1993)
  • 9. Framework for Teacher Reflection:Colton and Sparks-Langer (1993)
  • 10. What was implemented: Within the PebblePad platform, prompts were placed in the “Gateway Blog” Students were asked to complete, comment and interact. Data collected via blog posts, focus group interviews, online survey, individual interviews, document analysis and learning analytics.
  • 11. Cycle 3: Focus on learning the new platform. Review of previous experience. Prompts to encourage interaction. Focus on first submissions
  • 12. Cycle 3: Prompts Focus CommentsA reflection on teachers [3]Prior experience, personal values Yes - feedbackSomething to talk about [2] Interactions – set up groups NoReflective Journal as a Blog [3]Scripts No but 104 blogsPlan/Rationale Outline Assessment [1] & [2] Yes - questionsAdding Ethics Checklist Assessment Yes – questionsTime to refine [3] review of all aspects NoProgress Report Outline Assessment [1] & [2] Yes – feedbackUploading Evidence Assessment [3] Yes - questions
  • 13. Result:Platform being used  Usage Stats in platform  Assessment tasks in format BUTComments not being madeDiscussion not happening
  • 14. Changes made: Questions added to the assets to direct the discussion Reference added to the prompts to show strength of theory and allow follow up if desired
  • 15. Cycle 4:Consolidatingthe platformand theprocess.
  • 16. Cycle 4: Prompts Focus CommentsReflective writing review [2] & [3] content and scripts NoOutline of the 4R’s [2] Levels of writing Yes- feedbackVideo Review [2] constructing meaning NoVerbal 3-Step Framework [1] Plan, implement, review NoReflective Journal Review [2] & [3] NoConclusion Questions Assessment [1] Evaluating NoFinal Report Assessments [1], [2] & [3] Yes- questionsAttachments Assessments Yes - questions
  • 17. Current conclusions: Prompts were read by the students but not acted upon unless directed towards assessment. Interaction was happening in other forums. Students still resistant to new technology, especially in the final year. Results overall still alter across the cohort. Fewer questions than previous years.
  • 18. Where to now: Finalise the data collection. Review which prompts worked and why. Outline an environment that may be able to be applied in other platforms. Make changes to implement in 2013.
  • 19. References: Colton, A. B., & Sparks-Langer, G. M. (1993). A Conceptual Framework to Guide the Development of Teacher Reflection and Decision Making. Journal of teacher education, 44(1), 45–54. Phillips, R., Kennedy, G., &McNaught, C. (2011). Evaluating e-learning: Guiding research and practice. New York: Routledge. Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching Thinking Dispositions: From Transformation to Enculturation. Theory into Practice, 32(3), 147–153.
  • 20. Further information: Pauline Roberts Murdoch University P.Roberts@murdoch.edu.au pauline_k_roberts@me.com 0419 447 832 paulinekroberts.com #paulinekroberts