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

Volume, Issue - Date: 
Volume 17, Issue 1 - January 2013
Author(s): 
David  W.  Denton, Seattle  Pacific  University            
Author(s): 
David Wicks, Seattle Pacific University
Oganization: 
Seattle Pacific University
Full article - Free: Click on the file to download.: 
Keywords: 
Blog,  case  study,  education  reform,  electronic  portfolio,  social  media,  teacher  education
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.