1. CITE Research Symposium 2010
Mike H.L. Chui
The Hong Kong Institute of Education
2. Student-teachers (STs) generally perceive an e-
portfolio in form of a CD-ROM
Static reflective statement/ Static content
Instructors cannot provide instant feedback
corresponding to a specific items
No interaction with other student-teachers
Learning experience in teacher training has not been
No further e-portfolio development
Environmental issue (dispose over 400 CD-ROMs each
3. IT provisions (previous practice):
Briefing for the assessment items of e-portfolios
Creating a Web site with commercial Web authoring
tools (hands-on) - academic years before 2008
Computer-based training (CBT) related to Web
authoring (self-directed study + in-campus)
4. Student-teachers (STs) are unable to update their e-
Time limit for the trial version of the commercial Web
Unable to master the basic HTML manipulation (with/
without the commercial Web authoring tool)
Unable to master the FTP functions
Unable to understand the server-side structures
5. Not all student-teachers process the technical skills to
create e-portfolios (Montgomery & Wiley, 2004)
Only a static Web-based e-portfolio is created (Yuen,
C.Y. & Yang, H., 2010)
Viewers cannot leave feedback (Yang, 2008)
6. By using blogs as e-portfolios
Reduce the technical setbacks for content creation
(Martindale & Wiley, 2005)
Allows publishing instantly to the Internet from any
Internet connection (Richardson, 2006)
More features for interactions and updatability
Share resources and ideas for reflection, interaction and
collaboration (Yuen & Yang, 2010)
7. Abandon teaching commercial Web authoring tools
Teaching hands-on with using free blog platform + build-in
blog features + embedding Web applications (Webapps)/
blog widgets/ Web 2.0 widgets for enhancing
Language support (English/ Simplified Chinese/ Traditional
Possible blog opportunities by using mobile devices
Video instructions support by creating a YouTube channel
(for self-directed learning and revision)
Distributing case studies of using blog in teaching and
8. Blogfolio = Blog + Portfolio (Yuen, C.Y. & Yang, H., 2010)
Web-based portfolio for pre-service and in-service
teachers (Milman, 1999; Yates, Newsome, & Creighton, 1999; Pierson & Kumari,
2000; Avraamidou& Zembal-Saul, 2006; Campbell, Cignetti, Melenyzer, Nettles, &
Wyman, 2007) :
Result in new insights
9. An experimental study
FT PGDE(S) – 2008-2009 (107 students)
FT PGDE(S) – 2009-2010 (128 students)
A questionnaire has been adopted and examined by a professional in a
discipline of assessment, and distributed to the population who have
received the IT provisions and need to submit e-portfolios.
Students are randomly selected as their responses are optional.
10. Totally 153 questionnaires have been received in two
11. How confident will you use today's Web site builder for blogfolio
construction in the future?
12. How do you rate your knowledge/ concepts by using blogfolio in
learning and teaching after the IT provisions?
13. Which of the following element(s) in a blogfolio would
enhance teacher-students communication?
3% 1% 1% 17%
19% Weather forecasting
Discussion forum/ Blog post
Background Music/ Music jukebox
Poll/ Voting/ Survey
Embedded Instant messaging tool
13% Embedded Video
Instant translation to other language
Calendar/ Scheduling tool
13% 6% Podcasting
14. How do you (as a teacher) apply blogfolio for
I can also get more information in the fast developing world.
By creating or adding YouTube on the blogfolio.
Using blog as an interesting/ vivid platform for students and
teachers to exchange ideas after classes.
It is very useful for students to keep track on their learning process,
especially if they were absent (the classes before). Students can
download PowerPoint or worksheet at any time.
Teachers can collect feedback and amend their teaching content
15. How do you (as a teacher) apply blogfolio for
Share knowledge like PowerPoint and video with students.
Teachers can upload learning materials for students to download which
Teachers can upload extra materials (e.g. video clips/ news clips) for
students’ self-directed learning.
Remind students the key learning areas (especially for long vacation)
More opportunities to communicate with students about teaching and
Embed different media
16. Why the selected element(s) could
Discussion forum/ Blog post/ Poll/ Voting/ Survey
Can gather information/ comments from students
Students can post private or public messages
Teachers can better understand student's favourite, mood
Understand students' needs
Important notes can be posted
17. Why the selected element(s) could
Embedding instant messaging tool
Instant feedback can be received
Can help students to know more about the teacher
Visualise the life of each others
Share happiness with each other
18. Why the selected element(s) could
Can enhance students' interest in learning (about
Enable interactions between students and teachers
Learning by video is more effective than learning by text
19. Why the selected element(s) could
Teacher and student can share the information or teaching
materials at the same time
Students can raise ideas
As a medium for students expressing themselves
20. Student-teachers (STs) are basically satisfied with the user-friendliness
of the online Web site builder (i.e. Viviti.com) even though some of the
respondents are the first-time bloggers
STs also have the tendency to continue building up their knowledge as
well as using the builder for learning and teaching activities in the
STs enjoyed customisation of their own blogfolios with the introduced
Webapps which agreed with the founding by Tapscott (2009) in his
book about the habits of young people (i.e. the Net Gener). JISC (2008)
also highlighted that being able to customise is crucial for e-portfolio
JISC (2008) also suggested that a customisable interface of an e-
portfolio system would enable learners to explore their identity. A
blogfolio is somewhat of a display of personalisation, with a certain
extent of customisation, enables learners to explore one’s identities.
21. Avraamidou, L. & Zembal-Saul, C. (2006) Exploring the influence of Web-based portfolio
development on learning to teach elementary science. AACE Journal, 14(2), 178-205.
Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D. H. & Wyman, R. M. (2007)
How to develop a professional portfolio: A manual for teachers (4th Ed.). Boston, MA:
JISC (2008) Effective Practice with e-Portfolios – Supporting 21st century learning. [online]
[Accessed 12 May 2009]
Martindale, T. & Wiley, D. A. (2005) Using Weblogs in scholarship and teaching.
TechTrends, 49(2), 55-61. doi:10.1007/BF02773972
Milman, N. (1999) Web-based electronic teaching portfolios for preservice teachers.
Paper presented at the annual meeting of the Society for Information Technology and
Teacher Education, San Antonio, TX.
22. Pierson, M. E. & Kumari, S. (2000) Web-based student portfolios in a graduate instructional
technology program. Paper presented at the annual meeting of the Society for Information
Technology and Teacher Education, San Diego, CA.
Richardson, W. (2006) Blogs, wikis, podcasts, and other powerful Web tools for classroom. Thousand
Oaks, CA: Corwin Press.
Tapscott. D. (2009) Grown up digital: How the Net Generation is Changing Your World. New York:
Yang, H. (2008) Blogfolios for student-centered reflection and communication. In M. Iskander (Ed.).
Innovative Techniques in Instruction Technology, E-Learning, E-Assessment and Education. Berlin:
Yates, B., Newsome, J. & Creighton, T. (1999) Standards based technology competencies: Electronic
portfolios in preservice education. Paper presented at the annual meeting of the Society for
Information Technology and Teacher Education, San Antonio, TX.
Yuen, S.C.Y., & Yang, H. (2010) Using blogfolios to enhance interaction in e-learning courses. In Yang,
H. & Yuen, S. (Eds.). Handbook of research on practices and outcomes in e-learning: Issues and trends
(pp. 455-470). Hershey, PA: IGI Global.