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Herner-Patnode, L. M., & Lee, H.-J. (2009). A Capstone Experience for Preservice Teachers: Building a Web-Based Portfolio. Educational Technology & Society, 12 (2), 101–110. A Capstone Experience for Preservice Teachers: Building a Web-Based Portfolio Leah M. Herner-Patnode and Hea-Jin Lee The Ohio State University at Lima, Lima, OH 45804, USA // herner-patnode.1@osu.edu // lee.1129@osu.edu ABSTRACT This study presents the results of the examination of the use of technology to enhance the capstone portfolio process for teacher candidates completing a master’s degree at a small regional campus in Northwest Ohio, United States. Students at this institution complete a fifth year program that results in a master’s degree and a recommendation for an Early or Middle Childhood license. The study focuses on determining the effectiveness of using a web-based portfolio. Teacher candidates’ perceived knowledge, skills and dispositions about technology literacy and usage in developing an e-portfolio are measured by comparing a pre and post survey. Results indicate a stronger knowledge and skill base concerning technology use and state standards, as well as a better disposition towards utilizing technology for creating and maintaining portfolios. Keywords E-portfolio, web-based portfolio, technology, teacher preparation Technology That Improves Teaching and Learning Technology use in higher education has increased as instructors see the opportunity to increase the effectiveness of subject matter delivery along with increased flexibility for teacher candidates and instructors (Blicblau, 2006). Technology can be an effective tool to help the learner more fully understand the target knowledge, and develop higher order thinking skills and problem solving strategies (Fletcher, 2001; Jonassen, 2001). Recent technologies such as Google docs and the concept of Web 2.0 can help to facilitate greater communication of candidates’ skills and talents (Henke, 2007; McPherson, 2007). The integration of technology specific to teacher preparation has also expanded in recent years (Alexander & Golja, 2007; Wilhelm & Confrey, 2005). Expertise and use of technology by instructors at the higher education level has improved with university wide support (Herner, Karayan, Love, & McKean, 2003). This has set the stage for ever more effective uses of technology, specifically web-based tools. The Use of Web-based Portfolios The use of electronic portfolios (particularly web-based) for teacher preparation is recent, but they do build on the foundation of traditional paper portfolios. Portfolios generally include a resume, philosophy of education, references, letters of recommendation, reflections on educational theories, personal goals, examples of lesson plans, and unit plans (Aschermann, 1999; Chappell & Schermerhorn, 1999; Ryan, Cole & Mathies, 1997; Wiedmer, 1998). The definitions of portfolios are numerous. They have been defined as a purposeful collection of student work assembled to demonstrate progress and achievement (Barrett, 1999; Bull, Montgomery, Overton & Kimball, 1999; Herman & Morrell, 1999; Tuttle, 1997; Wilcox, 1997). Others believe that portfolios offer the opportunity for multidimensional assessment (Backer, 1997; Cole, Tomlin, Ryan & Sutton, 1999; Jacobsen & Mueller, 1998; Riggsby, 1995). They also may be used to enhance teacher preparation course instruction (Corbett-Perez & Dorman, 1999; Mohnsen, 1997; Purves, 1996; Watkins, 1996). Portfolio creation involves the participant in active learning activities such as problem solving, writing, analyzing and researching (MacDonald, Liu, Lowell, Tsai, & Lohr, 2004). Electronic portfolios also have the possibility to create a program that is more highly visible, with a web presence that aids in student recruitment (Reardon, Lumsden, & Meyer, 2005). Web-based Portfolios in Teacher Education Portfolio content that is stored in a web-based course management database, such as WebCT , Blackboard (In February 2006 WebCT and Blackboard merged) or Desire2Learn, may be presented to the reader in a variety of formats depending on purpose (Banister, Vannatta, & Ross, 2006). To borrow terminology from the information systems discipline, the user can have a view of the data that fits the user’s particular need (Herner, Karayan, Love, & ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 101
McKean, 2003). Instructors will see artifacts created by a teacher candidate as the program progresses and use them to help form the candidate's development. If the portfolio is maintained in one location throughout the course of studies a final committee reviewing a teacher candidate’s mastery of standards as the candidate nears graduation may see cumulative and summative artifacts and a final reflection created by the candidate. Teacher candidates can create a matrix (see Figure 1) that will assist those responsible for accreditation reporting to see specific course assignments and candidate artifacts produced in response to the assignments that address each standard. As a result, sequencing of assignments and curriculum content to develop the candidate’s mastery of the standard can be evaluated. This is especially important as teacher education becomes more student-centered, and accrediting bodies look for specific evidence of growth (Chambers & Wickersham, 2007). The reasons for using a web-based versus a paper portfolio are numerous. The ease of access for numerous reviewers, the ability to provide graphics and weblinks, as well as learning to model authentic evidence of student progress using this global medium are useful, but one of the most important reasons to use the web-based technology is to learn to problem solve in our technologically driven world (Sanders, 2000). Portfolio Artifacts Standard I (Domain A) Standard II (Domain B) I-1 I-2 I-3 I-4 I-5 I-6 I-7 II-1 II-2 II-3 II-4 II- 5 II-6 July ! X ! X FISH! August ! X ! X Diversity/Exceptionality September X X Courage to Teach October ! X X X Pedagogy Survey November ! ! X ! X Autumn Leaves December ! ! Midterm January ! ! ! ! ! ! ! Project Wild February ! ! ! Problem-Posing Lesson March ! ! ! Opportunity Cost April X ! ! Ant Story May ! ! ! X ! ! Inventions X Standard Best met ! Standard met Figure 1: Sample Matrix Advancing the Portfolio Process Through the Use of Carmen A small regional campus in Ohio, United States, has a five year program for general education teacher preparation that results in a master’s degree and recommendation for an Early (grades Kindergarten- 3 rd grade) or Middle Childhood (grades 4 th -9 th ) license certification. During the year of graduate studies teacher candidates participate in a year long series of Capstone seminars culminating in a final portfolio presentation. This study sought to compare the beginning knowledge, skills and dispositions of a group of teacher candidates that used a technology based system for Capstone work, as well as portfolio artifact gathering, with their perceived knowledge, skills and dispositions at the end of the program. Carmen (the name the university gives to their version of Desire2Learn) 102
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April 2009 Volume 12 Number 2
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Abstracting and Indexing Educationa
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Engaging students in multimedia-med
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this study discusses computer-based
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Sampling for preliminary study One
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Part 2 Pearson correlation .349** 1
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Figure 1. Box and whisker plot of t
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characteristics and learning styles
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However, critical reflection and in
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novels, so they collected any relat
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1. Theories of teaching: Comments m
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grammatical errors and basic writin
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Ho, B., & Richards, J. C. (1993). R
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Hwang, K.-A., & Yang, C.-H. (2009).
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e deduced from the Affective Domain
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Detection procedure Figure 1 shows
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avoided. Image processing is perfor
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falling asleep) as defined in this
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classmates or left their seats duri
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help teachers to recognize the lear
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Hsieh, P.-H., & Dwyer, F. (2009). T
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significant comprehension effects o
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Treatment 3 (keyword group): Studen
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Criteria of achievement measures Th
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esults. A correlational analysis de
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A 2 x 1 ANOVA analyzed the effect o
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References Aragon, S. R. (2004). In
Page 55 and 56: Raphael, T. (1982). Improving quest
Page 57 and 58: educing maintenance costs. The cont
Page 59 and 60: Synchronization functions According
Page 61 and 62: inconsistency) and navigate directl
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Page 65 and 66: Design of manipulation process The
Page 67 and 68: Table 1: Comparative analysis of au
Page 69 and 70: the convenience of mobile-based ass
Page 71 and 72: According to evaluation result, the
Page 73 and 74: Tan, O. S., Parsons, R. D., Hinson,
Page 75 and 76: At a deeper level, though, there wa
Page 77 and 78: theoretical assumptions. Two theore
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Page 81 and 82: slightly different. The group who c
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Page 85 and 86: edited and presented to the class u
Page 87 and 88: Figure 10. Screen captures from the
Page 89 and 90: Some of the concerns that emerge fr
Page 91 and 92: Ajayi, L. (2009). An Exploration of
Page 93 and 94: As a result of the confluence of di
Page 95 and 96: peers (Schellens et al. 2005). Sche
Page 97 and 98: The integration of discussion board
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Page 101 and 102: The pre-service teachers perceived
Page 103 and 104: Furthermore, the study demonstrated
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Page 113 and 114: their monthly reflections or assign
Page 115 and 116: Bull, K., Montgomery, D., Overton,
Page 117 and 118: frustrating the student). ITSs make
Page 119 and 120: • Link removal - advanced student
Page 121 and 122: Expert Module Expert Module’s mai
Page 123 and 124: Based on the questionnaire results
Page 125 and 126: students were told that their perfo
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Page 131 and 132: human teacher or question developer
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Page 135 and 136: APPENDIX A Computer Science and Sof
Page 137 and 138: Thus, the use of computers changes
Page 139 and 140: Specifically, two objectives were p
Page 141 and 142: Nonetheless, both teachers assign a
Page 143 and 144: 48% 35% 53% similar similar 69% 42%
Page 145 and 146: Table 4: Students’ attitudes Stat
Page 147 and 148: activities. Specifically, the histo
Page 149 and 150: Huang, Y.-M., Huang, T.-C., Wang, K
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Page 153 and 154: Analysis of sequences prediction me
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The figures 5a and 5b illustrate th
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Learning sequence recommendation sy
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In this study, forty subjects were
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The potential for LSRS to promote l
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They pointed out that LSRS helped t
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Cover, T. M., & Thomas, J. A. (1991
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Related Efforts An Internet forum i
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with handheld devices and they were
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agent would direct learners to a le
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Mobile RSS Aggregator In order to s
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learning, such as posting question
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With novel technological support, m
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Shen, L., Wang, M., & Shen, R. (200
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as an ‘affective loop’, which r
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Figure 2 is an example of two-dimen
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preference was gathered through dat
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compute the heart rate (HR) as a fu
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sessions. Of all the 18 learning se
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Burleson, W., Picard, R. W., Perlin
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Wu, C.-C., & Lai, C.Y. (2009). Wire
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The wireless handheld learning envi
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the lengthiness of the scales, whic
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Nursing dictionary We constructed a
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them. The computers were networked
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“The major difference was that I
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questionnaire. We do not consider t
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Faruque, F., Hewlett, P. O., Wyatt,
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etween a user and the system. Addit
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Figure 2. A concept map representin
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C5.0 can help teachers to generate
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that a selected programming exercis
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differences between our system and
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1(students can complete without any
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The PADS sometimes assigned very di
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Corno, L. (2000). Looking at Homewo
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Hwang, W.-Y., Hsu, J.-L., Tretiakov
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listed these functions as allowing
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In the research presented in this a
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Research Tools Web-based learning e
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Table 1. Operational definitions of
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action, interaction, and outeractio
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for them was getting the answer as
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Table 6 shows the learners’ prefe
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Bell, P., & Winn, W. (2000). Distri
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Askar, P., & Altun, A. (2009). CogS
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elations, interactions and activiti
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Figure 3. A comparison of knowledge
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ontology will easily be extensible
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Figure 7. Visual Representation of
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Step 5: Use Boolean to combine the
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2) CogSkillNet provides classroom i
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Neo, M., & Neo, T.-K. (2009). Engag
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• Conversation and collaboration
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IMAGE 2 2. Problem identification I
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Methodology At the end of the proje
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presentation skills (m = 3.72), and
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6. Can’t be denying that, sometim
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Lambert, N. M., & McCombs, B. J. (1
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not detected in a previous study, t
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et al. (2001) studied the learning
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all the students. At the midpoint o
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The observed pairs were aware of be
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Table 2 shows the results from a mo
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Table 5: The distribution of time (
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As discussed in the section on prev
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McDowell, C., Werner, L., Bullock,
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Comprehension monitoring is the awa
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or roles in a context, such as “I
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Correlation coefficient was also co
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(a) Text 1 (b) Text 2 (c) Text 3 (d
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Table 3 shows that the average read
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Figure 10. Trace results of the les
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monitor their reading process and h
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Conn, S. R., Roberts, R. L., & Powe
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The technology-mediated groups, wit
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hybrid model of supervision was pos
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Our research indicates that the hyb
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Janoff, D. S., & Schoenholtz-Read,
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goal of using storyboards. But, thi
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In general, learning activities nee
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Furthermore, free subjects, such as
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Storyboarding Roots and related wor
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Referees, on the other hand, may wa
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Symbols Interpretation Defines a un
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Figure 4. Top-level storyboard for
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may take subjects such as practical
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network security information envir
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The concrete procedure and interact
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(e.g., for graduation) using such i
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Thus, academic education modeling b
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Feyer, T., Kao, O., Schewe, K.-D.,
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Richards, G. (2009). Book review: T
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expands the child’s proximal envi
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Chapter 6 exemplifies the activitie
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