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E -portfolios: Their impact on self -directed learning and computer technology skills on preservice teachers.

机译：电子档案馆：它们对职前教师的自主学习和计算机技术技能的影响。

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摘要

Students in the Teacher Education Program at the University of Missouri-St. Louis have to complete their professional E-portfolios to be certified for the program. An E-portfolio demonstrates a future teacher's knowledge, skills, and abilities acquired through teaching and learning. Five qualitative case studies were investigated to understand how E-portfolios impact preservice teachers' self-directed learning readiness (SDLR) and computer technology skills (CTS). Data were gathered from the preservice teachers' pre- and post-questionnaires, interviews, observations, and their completed E-portfolios. Two internship students and three student teachers were observed creating their E-portfolios during a 16-week semester. During the period, some sought assistance from the E. Desmond Lee Technology and Learning Center Staff while others worked independently. Using the Self-Directed Learning Readiness Scale (Guglielmino, 1977), all the participants increased their SDLR scores. However, although each of their scores increased, they remained in their initial level. For example, if a person had an initial 'above average' score (227-251), he or she stayed in the same level after creating an E-portfolio. Based on a CTS Questionnaire, which examined the preservice teachers' Internet, PowerPoint, Excel, and E-portfolio skills, just to name a few, each preservice teacher increased his or her computer technology skills. Thus, it appears that creating an E-portfolio can serve as a useful tool in helping preservice teachers enhance their self-direction and computer technology literacy. Teachers should carefully consider how computer technology should be used to further their goals of professional development. The knowledge gained from this study may assist adult educators in motivating student teacher candidates to use E-portfolios. Knowledge about the self-directed learning process would contribute to both theory and practice of self-directed learning in the digital age. In addition, this study may provide the foundation for further research into E-portfolio curriculum design and how to use E-portfolios as an assessment tool for effective professional development. Developing E-portfolios may help students in all programs improve their computer technology skills and trigger their self-direction and desire to learn. In addition, E-portfolios may provide faculty with an effective, alternative assessment tool (Barrett, 2000). Future reasearch could examine more students in other teacher education programs.
机译：密苏里大学的教师教育计划中的学生。路易斯必须完成其专业的电子档案，才能通过该计划的认证。电子档案袋展示了未来教师通过教与学获得的知识，技能和能力。对五个定性案例研究进行了调查，以了解电子档案袋如何影响职前教师的自主学习准备水平（SDLR）和计算机技术技能（CTS）。数据是从职前教师的问卷调查前后，访谈，观察以及他们完成的电子档案集中收集的。在一个为期16周的学期中，观察到两名实习生和三名学生老师创建了自己的电子档案袋。在此期间，一些人寻求E. Desmond Lee技术和学习中心人员的帮助，而另一些人则独立工作。使用自我指导的学习准备量表（Guglielmino，1977），所有参与者的SDLR得分均提高。但是，尽管他们的每个分数都增加了，但仍保持在初始水平。例如，如果某人的初始“高于平均水平”分数（227-251），则在创建电子档案后，他或她将保持在同一水平。基于CTS问卷，该问卷检查了职前教师的Internet，PowerPoint，Excel和电子档案夹技能，仅举几例，每位职前教师都提高了他或她的计算机技术技能。因此，创建电子档案馆似乎可以作为一种有用的工具来帮助职前教师提高他们的自我指导和计算机技术素养。教师应仔细考虑应如何使用计算机技术来实现他们的专业发展目标。从这项研究中获得的知识可以帮助成人教育者激励学生教师候选人使用电子档案袋。关于自我导向学习过程的知识将有助于数字时代的自我导向学习的理论和实践。此外，该研究可能为进一步研究电子档案馆课程设计以及如何使用电子档案馆作为有效专业发展的评估工具提供基础。发展电子档案袋可以帮助所有课程的学生提高其计算机技术技能，并激发他们的自我指导和学习欲望。此外，电子档案夹可能为教师提供一种有效的替代评估工具（Barrett，2000）。未来的研究可以检查其他教师教育计划中的更多学生。

著录项

  • 作者

    Huang, YuFang Carole.;

  • 作者单位

    University of Missouri - Saint Louis.;

  • 授予单位 University of Missouri - Saint Louis.;
  • 学科 Teacher education.;Educational technology.;Secondary education.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 188 p.
  • 总页数 188
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 土壤学;
  • 关键词

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