Preparing Preservice Teachers to Implement Performance Assessment and Technology through Electronic Portfolios

Abstract

This qualitative study considers the use of electronic portfolios in teacher education and evaluates responses from 26 preservice teachers (PSTs). The PSTs used presentation software and multimedia to recreate two instructional units they had taught to elementary school children. Following completion of each unit, PSTs responded to open-ended questions in which they evaluated the electronic portfolio assignment. The PSTs rated the assignment positively (7.51 on a 10-point scale). Evaluations disclosed several advantages, including opportunities to learn about educational technology and new ways to organize and present ideas. Some PSTs complained of time and equipment problems. Overall, the electronic portfolio assignment educated the preservice teachers in computer-based technology and provided faculty with a performance-based assessment of teaching development.