4
Developing Multimedia Portfolio for Preservice Teachers Eunjoo Oh 1 1 Kyungsan, Hayangup Buhori 33, Kyungil University, Kyungsangbook-do, Korea Abstract. The purposes of this study were to find out whether teaching portfolios help preservice teachers with their technology skills and teaching practices, and find the items that should be included in the teaching portfolio. Based on the study results, portfolio items and effective ways of using portfolio was suggested. Keywords: Multimedia, Portfolio, Preservice Teachers, Education, Teaching 1 Introduction Portfolio is a collection of works that focuses on specific areas of learning. In the study areas such as arts and architectures, it is common for students to develop their portfolios through the years of study to prove their performance levels. Portfolios are effective ways to show the progress of students’ learning and levels of performance and thus it is often used for assessment. Nowadays, many universities provide web-based portfolio systems for students to create their e-portfolio. In particular, teacher education programs in the United States encourage students to develop their teaching portfolio. Teaching portfolio is a collection of works that contain evidence of learning achievement and teaching experiences. professional development. The primary aim of a teaching portfolio is to improve quality of teaching by providing a structure for self-reflection, that contains the evidence of their learning achievement and teaching experiences. 1.1 Problem Statement Teacher education program should prepare preservice teachers to have sound perspectives about educational values and attitudes towards teaching. In addition, the programs has to make them to have enough skills and knowledge for developing their own teaching methods and teaching materials with technology tools. Advanced Science and Technology Letters Vol.127 (Education 2016), pp.19-22 http://dx.doi.org/10.14257/astl.2016.127.05 ISSN: 2287-1233 ASTL Copyright © 2016 SERSC

Developing Multimedia Portfolio for Preservice Teachersonlinepresent.org/proceedings/vol127_2016/5.pdf · Developing Multimedia Portfolio for Preservice ... multimedia- based portfolio

Embed Size (px)

Citation preview

Page 1: Developing Multimedia Portfolio for Preservice Teachersonlinepresent.org/proceedings/vol127_2016/5.pdf · Developing Multimedia Portfolio for Preservice ... multimedia- based portfolio

Developing Multimedia Portfolio for

Preservice Teachers

Eunjoo Oh1

1Kyungsan, Hayangup Buhori 33, Kyungil University,

Kyungsangbook-do, Korea

Abstract. The purposes of this study were to find out whether teaching

portfolios help preservice teachers with their technology skills and teaching

practices, and find the items that should be included in the teaching portfolio.

Based on the study results, portfolio items and effective ways of using portfolio

was suggested.

Keywords: Multimedia, Portfolio, Preservice Teachers, Education, Teaching

1 Introduction

Portfolio is a collection of works that focuses on specific areas of learning. In the

study areas such as arts and architectures, it is common for students to develop their

portfolios through the years of study to prove their performance levels. Portfolios are

effective ways to show the progress of students’ learning and levels of performance

and thus it is often used for assessment.

Nowadays, many universities provide web-based portfolio systems for students to

create their e-portfolio. In particular, teacher education programs in the United States

encourage students to develop their teaching portfolio. Teaching portfolio is a

collection of works that contain evidence of learning achievement and teaching

experiences. professional development. The primary aim of a teaching portfolio is to

improve quality of teaching by providing a structure for self-reflection, that contains

the evidence of their learning achievement and teaching experiences.

1.1 Problem Statement

Teacher education program should prepare preservice teachers to have sound

perspectives about educational values and attitudes towards teaching. In addition, the

programs has to make them to have enough skills and knowledge for developing their

own teaching methods and teaching materials with technology tools.

Advanced Science and Technology Letters Vol.127 (Education 2016), pp.19-22

http://dx.doi.org/10.14257/astl.2016.127.05

ISSN: 2287-1233 ASTL Copyright © 2016 SERSC

Page 2: Developing Multimedia Portfolio for Preservice Teachersonlinepresent.org/proceedings/vol127_2016/5.pdf · Developing Multimedia Portfolio for Preservice ... multimedia- based portfolio

1.2 Purposes of Study

The purposes of this study were to find out whether teaching portfolios help

preservice teachers with their technology skills and teaching practices, and find the

items that should be included in the teaching portfolio. Based on the study results,

portfolio items and effective ways of using portfolio was suggested.

1.3 Research Questions

In order to achieve the study goals, three research questions were proposed as follows

1. How do preservice teachers perceive a teaching portfolio?

2. Does teaching portfolio help preservice teachers’ with their technology

skills?

3. What kind of items should be included in the teaching portfolio?

2 Methodology

2.1 Research Methods

At the beginning of the semester, the portfolio class was designed and proceeded for a

semester. Surveys and interviews were conducted with two groups of students. One

was the group of students who took the portfolio class and the other was the group

who did not take the class.

2.2 Participants

Total 48 students in the teacher education program participated in the survey and 5

students participated in the interview out of the total participants.

2.3 Research Instruments

The survey instrument was developed by the research and reviewed by three

professors in the field of educational technology to confirm the reliability. It consists

of two sections with 20 and 16 questions with 5 Likert scales.

2.4 Data Analysis

The survey results were analyzed using SPSS 21. Descriptive statistics were used to

measure the levels of technology competencies and the students’ perceptions about

the teaching portfolio.

Advanced Science and Technology Letters Vol.127 (Education 2016)

20 Copyright © 2016 SERSC

Page 3: Developing Multimedia Portfolio for Preservice Teachersonlinepresent.org/proceedings/vol127_2016/5.pdf · Developing Multimedia Portfolio for Preservice ... multimedia- based portfolio

3 Class Design

The class was designed to achieve the technology skills and developed the

multimedia- based portfolio.

4 Study Results

4.1 How do preservice teachers perceive a teaching portfolio?

When analyzing the perceptions of teaching portfolio, there was a difference in their

answers between the groups. The group who took the portfolio class showed more

positive attitudes towards the effectiveness and necessity about the portfolio (m=3.82,

m=3.3).

Table 1. Perceptions of teaching portfolio. 1 <……> 5

Items With

experiences

Without

experiences

Average Average

1. High levels of technology skills are needed for developing a

teaching portfolio 4.1 3.3

2. Teaching portfolio is necessary for preservice teachers. 4.2 3.9

3. Teaching portfolios help me increasing technology skills. 3.8 3.3

4. Teaching portfolios will help me find a teaching job. 4 3.6

5. Teaching portfolio is important in my field of study. 4 3.7

Total 3.82 3.3

4.2 Does portfolio help preservice teachers for developing their technology

skills?

When analyzing the technology competencies, the group (m=4.09) who took the

portfolio class showed higher competency level than the other group (m=3.7).

4.3 What kinds of items should be included in the teaching portfolio?

When analyzing the data about students’ perceptions of the items that should be

included in the teaching portfolio, the group who took the portfolio class strongly

agreed to include teaching philosophy, perspectives of teaching methods and values,

teacher-made teaching materials, teaching methods, and learning evidence of major

areas.

5 Conclusion

This study attempted to suggest to develop multimedia based teaching portfolios.

According to the study, developing a teaching portfolio is beneficial for preservice

Advanced Science and Technology Letters Vol.127 (Education 2016)

Copyright © 2016 SERSC 21

Page 4: Developing Multimedia Portfolio for Preservice Teachersonlinepresent.org/proceedings/vol127_2016/5.pdf · Developing Multimedia Portfolio for Preservice ... multimedia- based portfolio

teachers to enhance their skills to develop teaching materials, and provide more

changes to reflect their teaching and learning activities.

References

1. Buckley, S., Coleman, J., Khan, K.: Best evidence on the educational effects of

undergraduate portfolios, The Clinical Teacher, 7, 187-191 (2010)

2. Chen, M.-Y., Chang, F. M.-T., Chen, C.-C., Huang, M.-J., Chen, J.-W.: Why do Individuals

Use e-Portfolios. Educational Technology & Society, 15(4), 114–125 (2012)

3. Eskici, M.: University students’ opinions on application of portfolio in higher education.

Social and Behavioral Science, 174, 2646-2655 (2015)

4. Mayer, R. E.: Multimedia learning: Are we asking right questions?, Educational

Psychologist, 32, 2-19 (1997)

5. Meeusa, W., Petegema, P. V., Nadine Engels, N.: Validity and reliability of portfolio

assessment in pre-service teacher education, Assessment and Evaluation in Higher

Education, 34(4), 401-413 (2009)

6. Oakley, G., Pegrum, M., Shannon Johnston, S.: Introducing e-portfolios to pre-service

teachers as tools for reflection and growth: lessons learnt. Asia-Pacific Journal of Teacher

Education, 42(1), 36–50 (2014)

7. Sidhu, N.S.: The teaching portfolio as a professional development tool for anesthetists.

Anaesth Intensive Care, 43(3), 328-334 (2015)

Advanced Science and Technology Letters Vol.127 (Education 2016)

22 Copyright © 2016 SERSC