Implementing Electronic Portfolios Through Social Media Platforms: Steps and Student Perceptions
David W. Denton, Seattle Pacific University
David Wicks, Seattle Pacific University
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.
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.
I have been active in the instructional technology world for over 20 years. My previous positions include: high school teacher, university lecturer, school district technology facilitator, multimedia author, and project manager for an educational technology company. My current position is Associate Professor of Curriculum and Instruction in the School of Education at Seattle Pacific University. My current task is exploring the possibility of creating a masters degree in digital teaching and learning. My most recent previous position was Director of Instructional Technology at SPU. As Director, I regularly consulted with faculty on effective uses of technology. I have been involved in the development of numerous online and blended courses. In addition, I have taught face-to-face, blended, and online courses in the School of Education for over ten years. Recent projects include: developing a Web 2.0 electronic portfolio system based on WordPress, creating a feature-comparison matrix for lecture capture solutions, and leading SPU’s iTunes U project. I have facilitated faculty learning communities on topics such as learning spaces, active learning, blended learning, and mobile learning. I am an Associate Editor for MERLOT’s Teacher Education Editorial Board. I served as program chair for the 2013 International Symposium for Emerging Technologies in Online Learning, and will be the conference chair for the 2014 conference.
ISTE NETS For Teachers
- ISTE 1 – Facilitate and Inspire Student Learning and Creativity (14)
- ISTE 2 – Design and Develop Digital-Age Learning Experiences and Assessments (35)
- ISTE 3 – Model Digital-Age Work and Learning (35)
- ISTE 4 – Promote and Model Digital Citizenship and Responsibility (11)
- ISTE 5 – Engage in Professional Growth and Leadership (30)
- Uncategorized (24)