Using ePortfolios to facilitate the development of reflective skills in preservice teachers
Pauline Roberts EdD Candidate Murdoch University P.Roberts@murdoch.edu.auePortfolio Forum 2012
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.
Research Question 1: What impact does engagement in the ePortfolio environment have on the level of students reflection?
Research Question 2: How effective are the prompts and reflective learning activities provided in the environment in increasing engagement and developing students’ reflections?
Research Question 3: What strategies are most successful in developing reflective interactions amongst students and why?
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?
Enculturation Teaching Model: Exemplars Interaction ActivitiesTishman, Jay and Perkins (1993)
Framework for Teacher Reflection:Colton and Sparks-Langer (1993)
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.
Cycle 3: Focus on learning the new platform. Review of previous experience. Prompts to encourage interaction. Focus on first submissions
Cycle 3: Prompts Focus CommentsA reflection on teachers Prior experience, personal values Yes - feedbackSomething to talk about  Interactions – set up groups NoReflective Journal as a Blog Scripts No but 104 blogsPlan/Rationale Outline Assessment  &  Yes - questionsAdding Ethics Checklist Assessment Yes – questionsTime to refine  review of all aspects NoProgress Report Outline Assessment  &  Yes – feedbackUploading Evidence Assessment  Yes - questions
Result:Platform being used Usage Stats in platform Assessment tasks in format BUTComments not being madeDiscussion not happening
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
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.
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.
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.
Further information: Pauline Roberts Murdoch University P.Roberts@murdoch.edu.au email@example.com 0419 447 832 paulinekroberts.com #paulinekroberts