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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
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
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
teachers to enhance their skills to develop teaching materials, and provide more
changes to reflect their teaching and learning activities.
References
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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.
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Advanced Science and Technology Letters Vol.127 (Education 2016)
22 Copyright © 2016 SERSC