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A STUDY TO UNDERSTAND PRESERVICE TEACHERS’ LEARNING EXPERIENCES WHILE DEVELOPING ELECTRONIC PORTFOLIO IN A TEACHER EDUCATION PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Shwu-Meei Chen, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Dr. Marilyn Johnston, Adviser _________________________________ Adviser Dr. Richard Voithofer, Co-Adviser _________________________________ Dr. Rebecca Kantor Co-Adviser College of Education Copyright by Shwu-Meei Chen 2005 ABSTRACT Recently, many teacher education programs have implemented electronic portfolios in order to develop preservice teachers’ technology competency and promote reflectivity. This study looked at the use of electronic portfolios in a year-long teacher education program considering how they were used and what the students learned. The participants were a cohort of M.Ed. students involved in a year-long teacher education program. The study explored the preservice teachers’ perceptions of developing electronic portfolios and then whether their learning about e-portfolios was integrated into their subsequent teaching. This study used sociocultural theory as framework to understand: 1) What were these preservice teachers’ perception of learning about the e-portfolio? 2) How did sociocultural context influence these preservice teachers’ learning from the e-portfolio? 3) What did these preservice teachers learn from developing their e-portfolios that influenced their technology competency? 4) How was the learning experience from the e- portfolio transformed into their first year teaching? The study drew on a qualitative paradigm using multiple research methods including surveys, interviews, observations, and document analysis. ii Analysis of the data showed that the preservice teachers perceived the learning from developing their e-portfolio as both a process and a product for learning technology, which involved reflection and documentation as well as sharing their learning. The sociocultural context including peers, mentor teachers, the M.Ed. program and the school contexts had significant influence on these preservice teachers’ learning. The study revealed that these preservice teachers increased their learning about technology knowledge and skills. There was also evidence that some of these preservice teachers transformed their learning from the e-portfolio into their future teaching. This study identified the complexity of the learning process that teacher educators have to recognize in order to engage and arrange teacher learning through e-portfolios in a meaningful way. There were strengthens as well as weaknesses in this particular teacher education program related to the implementation of the e-portfolio. As such, this study contributes to the literature on using e-portfolios to enhance learning, reflection, and professional growth for preservice and beginning teachers. Recommendations for further research are provided. iii I like to dedicate this study to My family who brings me joy and love & My advisor who enlightened my world iv ACKNOWLEDGMENTS At this moment, as I ended my journey of learning in America, I hardly find a word to express my appreciation to those who gave me support and help. Without them, I could not carry out my dream. I owe them all a big “Thank.” Thank you, Dr. Johnston. Thank you for always being there for me whenever I needed you. You give me wholeness and support. You led me to see my potential. You showed me how to be a scholar, a teacher, a student, a mother, and a woman. I have learned so much from you. It has been a privilege for me to being your advisee. Thank you, Dr. Voithofer. Thank you for being my co-advisor and giving me encouragement, guidance, and faith in this process of research. Whenever, I had questions, your knowledge of technology integration has been a great resource for me. Dr. Kantor, thank you for giving me the opportunity to work with the M.Ed. program. Without the chance to be a tech assistance, I could not have gained these insights for my study. I also appreciate your advice and support in my study. Dr. Pape, thank you for the support while I was collecting data. You opened the door to let me observe and do my research in your class. Without your contribution, I could not have carried out my research. v Dr. Seidl, thanks to you for giving me the opportunity to learn from you. From our weekly meetings, I learned a great deal about the field of teacher education. I also indeed thank the M.Ed. students and faculty who participated in my study. Thank you for sharing your experience of the e-portfolio with me. My study would not have been accomplished without your participation. I also want to thank my “sisters”, Young Ah, Chien-Ni, and Fusako. Truly, thank you all for being there to support and challenge me in my journey. You supported me as a family, friends, and peers. With your caring, I am nurturing to understand, examine myself, and grow. I have to say thank to Lisa, Emily, Chien-Hua, Andy, and Tina for providing warm friendship to me. Your friendship comforts me when I feel lonely in the writing process. Finally, I like to give my greatest appreciation to my lovely family. Mom and Meei-ling, thank you for taking care of my family when I studied in America. Without your support and help, I could not concentrate on my study. Li-Chia and Yu-Chin, thank you for taking care of yourselves. It is my joy to have both of you bing my children. You two are the strength that leads me to finish my study. Ming-Hsien, my dear husband, I want to thank you for working so hard and being so supportive in my study within these three years. I really appreciate what you have done for me and our family. Your sacrifice and love is the best treasure in the world for me. I thank you and love you with my whole heart. Thank you. vi VITA September 08, 1961. Born – Taichung, Taiwan 1977 – 1982 . Diploma The Junior College of National Taichung Teacher College 1983 – 1987. B.A. Chinese Literature Providence University, Taiwan 2000 – 2001. M.A. Integrated Teaching & Learning The Ohio State University 2002 – current . Tech Assistant, Graduate Associate, The Ohio State University PUBLICATIONS 1. Chen, S., Lee, Y., Yoneda, F., & Chang, C. (2003). How were students form the ECC/MED program prepared to be multiculturally competent? Paper presented at the annual meeting of the American Educational Research Association Conference, Chicago, IL 2. Chen, S., Lee, Y., Yoneda, F., & Chang, C. (2005). Four sisters journey: reflecting on our learning and practice on issues of diversity and equity. Paper presented at the annual meeting of the American Educational Research Association Conference, Montreal, Canada. FIELDS OF STUDY Major Field: Education vii TABLE OF CONTENTS P a g e Abstract. ii Dedication. iv Acknowledgments . v Vita . vii List of Tables. xi List of Figures . .xii Chapters: 1. Introduction . 1 1.1. Background of the study . 1 1.2 Statement of the problem. 2 1.3 Purpose of the research and research questions. 3 1.4 The methodology . 5 1.5 Significance of the study . 6 1.6 Overview chapters . 7 2. The Literature Review . 9 2.1 Learning in sociocultural theory . 9 2.1.1 Learning as community of practices. 10 2.1.2 Learning on the interpersonal plane as social interaction . 15 2.1.3 Learning on the personal plane as development . 17 2.1.4 Cultural tools in learning contexts . 19 2.2 Teacher education in sociocultural context . 24 2.2.1 Changes in the expectation for teacher learning. 25 2.2.2 A rationale for reflective thinking . 29 viii 2.3 Electronic portfolios in teacher education . 34 2.3.1 The definition of electronic portfolios in teacher education. 35 2.3.2 How electronic portfolios have been used in teacher education. 40 2.3.3 Advantages of implementing electronic portfolios in teacher education . .. .43 2.3.4 Different models of electronic portfolio in teacher education . 45 3. Methodology. 50 3.1 Research perspective. 50 3.2 The researcher roles . 52 3.2.1 An Elementary teacher in Taiwan . 53 3.2.2 An international Ph. D. student . 53 3.2.3 A technology assistant . 54 3.3 Research design . .. .55 3.3.1 Research setting . .. .56 3.3.2 Research participants . .. .59 3.4 Data collection method . .. .59 3.4.1 Observation. .. .60 3.4.2 Survey…. .. .61 3.4.3 Interview. .. .62 3.4.4 Document analysis . .. .66 3.5 Data analysis . .. .66 3.6 Trustworthiness. .. .68 4. Data Analysis . 70 4.1 The M.Ed. program context . .. .70 4.2 The preservice teachers’ demographic information . .73 4.3 The preservice teachers’ perceptions of the e-portfolio . .74 4.3.1 Process of learning technology . .79 4.3.2 A requirement (assignment) . .82 4.3.3 The documentation . .. .84 4.3.4 Reflection . .. .88 4.3.5 Sharing their learning . .. .93 4.4 Influences of sociocultural context for preservice teachers’ learning about e-portfolios . .. .101 4.4.1 Peers learning . .. .106 4.4.2 Mentors teachers’ guided participation . .116 4.4.3 The mutual engagement of program . .121 4.5 The preservice teachers’ learning from developing the e-portfolio process . .. 142 4.5.1 The preservice teachers’ learning of technological skills. 148 4.5.2 The preservice teachers’ learning of confidence in technology integrating . 152 ix.

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