Home > ISTE 2 - Design and Develop Digital-Age Learning Experiences and Assessments, ISTE 3 - Model Digital-Age Work and Learning > Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions

Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions

David W. Denton, Seattle Pacific University
David Wicks, Seattle Pacific University

Abstract:
Over the last two decades, students and teachers, across educational levels and disciplines, have been subject to a variety of school reform efforts. Nevertheless, some instructional practices, such as portfolio assessment, persist and grow in popularity even in the midst of changing educational reform goals and shifting priorities. Teacher education programs have used paper-­based portfolios for more than three decades. Recently, institutions have migrated to electronic portfolios since these provide several advantages. Early models of these systems required special technical skills, hardware, or fee-­based contracts with service providers. The newest iteration of portfolio platforms are based on social media applications, which are easy to use, free, and customizable. However, the accelerated adoption of social media applications as repositories for student portfolio content has produced several gaps in the literature. Three of these include steps for implementing electronic portfolios in social media platforms, instructional methods for soliciting quality entries from students through questions and prompts, and student perceptions about using social media as a repository for electronic portfolio content. Results from a case study identifying student perceptions of combining social media and electronic portfolios are examined. Future lines of inquiry are discussed.

Link to article: Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions

Denton, D. W., & Wicks, D. Implementing electronic portfolios through social media platforms: Steps and student perceptions. Journal of Asynchronous Learning Networks, 17(1), 125–135.

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