Advertisement

Impact of e-portfolios on teacher assessment and student performance on learning science concepts in kindergarten

  • Kawthar M. HabeebEmail author
  • Ali H. Ebrahim
Article
  • 26 Downloads

Abstract

This study examines the existing literature on information and communication technology and establishes that although there is a strong potential for these resources to generate improved student science concepts outcomes, many teachers fail to recognize that potential. The study then presents qualitative data acquired from teacher questionnaires, which identifies strong positive correlations among student performance, student self-assessment, and teacher assessment in cases where kindergarten-level educational tasks were presented through e-portfolios. Discussion of these findings suggests that the existing institutional pressures for e-portfolio adoption are well-justified and could result in improved student outcomes, as well as a higher instance of self-directed learning both at school and at home. The authors also conclude that ongoing implementation of these resources in early childhood education, together with relevant teacher training and parent engagement, may naturally overcome lingering resistance by certain stakeholders to the project of adopting these technologies.

Keywords

Assessment- e-portfolios Children classes Teaching and learning Science concepts 

Notes

References

  1. Abrami, P., & Barrett, H. (2005). Directions for research and development on electronic portfolios 1. Canadian Journal of Learning and Technology, 31(3), 1–15.Google Scholar
  2. Anagün, S., Atalay, N. & Kandemir, C. (2018). E-Portfolio Implementation Experiences of Prospective Primary School Teachers. Turkish Online Journal of Qualitative Inquiry, 9(2), 102–124.Google Scholar
  3. Barak, M., & Shachar, A. (2008). Projects in technology education and fostering learning: the potential and its realization. Journal of Science Education and Technology, 17(3), 285–296.CrossRefGoogle Scholar
  4. Beckers, J., Dolmans, D., & van Merriënboer, J. (2016). E-portfolios enhancing students’ self-directed learning: a systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2), 32–46.Google Scholar
  5. Butler, P. (2006). A review of the literature on portfolios and electronic portfolios. Australian Journal of Teacher Education. http://eduforge.org. Accessed 20 Sept 2017
  6. Carl, A., & Strydom, S. (2017). E-portfolio as reflection tool during teaching practice: the interplay between contextual and dispositional variables. South African Journal of Education, 37(1), 1–10.CrossRefGoogle Scholar
  7. Chaille, C., & Britain, L. (1991). The young child as scientist: A constructivist approach to early childhood science education. New York: Harper Collins.Google Scholar
  8. Charles, C. (1995). Introduction to educational research. New York: Longman.Google Scholar
  9. Chisholm, I., & Wetzel, K. (2001). Technology and multiculturalism in the classroom. Journal of Research on Computing in Education, 33(5), 1–33.Google Scholar
  10. Churcher, K. A., Downs, E., & Tewksbury, D. (2014). "Friending" Vygotsky: a social constructivist pedagogy of knowledge building through classroom social media use. Journal of Effective Teaching, 14(1), 33–50.Google Scholar
  11. Coklar, A., & Sahin, Y. (2014). Technology literacy according to students: what is it, where are what and we should we do for parents and children? Turkish Online Journal of Qualitative Inquiry, 5(2), 27–34.CrossRefGoogle Scholar
  12. Eisenberg, M. B., & Berkowitz, R. E. (1990). Information problem-solving: the Big Six Skills approach to library & information skills instruction. Norwood, NJ: AblexGoogle Scholar
  13. Eun M. (2008). A descriptive study on young children’s interaction with peers at the computer area in a Korean public kindergarten classroom.Google Scholar
  14. Forman, G. E., & Kuschner, D. (1983). The child's construction of knowledge: Piaget for teaching children. Washington, DC: NAEYCGoogle Scholar
  15. Freankel, J., & Wallen, N. (1993). How to design and evaluate research in education. New York: McGraw-Hill.Google Scholar
  16. Geer, G. (2000). Students constructing web pages: Does it affect educational outcomes?Google Scholar
  17. Karlin, M., Ozogul, G., Miles, S., & Heide, S. (2016). The practical application of e-portfolios in K-12 classrooms: an exploration of three web 2.0 tools by three teachers. Tech Trends, 60, 374–380.CrossRefGoogle Scholar
  18. Khataybeh, A. (2011). Tadrees Aluloum liljamei “Teaching Science for All”. Amman: Dar Al-Massira Publishing Distribution & Printing.Google Scholar
  19. Manochehri, N., & Sharif, K. (2010). Model-based investigation of learner attitude towards recently introduced classroom technology. Journal of Information Technology Education, (9), 31–52.Google Scholar
  20. Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, 565–577.CrossRefGoogle Scholar
  21. Milne, C., & Otieno, T. (2007). Understanding engagement: Science demonstrations and emotional energy. Science Education, 91(4), 523–553.Google Scholar
  22. National Research Council (2001). Assessment in practice. Knowing what students know: The science and design of educational assessment. Washington DC: National Academy Press.Google Scholar
  23. Ogunbote, K. O., & Adesoye, A. E. (2006). Quality assurance in Nigerian academic libraries’ networked multimedia services. Journal of Library and Information Science, 3(1&2), 100–111.Google Scholar
  24. O'Hara, M. (2011). Young children’s ICT experiences in the home: some parental perspectives. Journal of Early Childhood Research, 9(3), 220–231.CrossRefGoogle Scholar
  25. Onasanya, S. A., & Omosewo, E. O. (2011). Effect of improvised and standard instructional materials on secondary school students’ academic performance in physics in Ilorin, Nigeria. Singapore Journal of Scientific Research, 1, 68–76.CrossRefGoogle Scholar
  26. Oshinaike, A.B & Adekunmisi, S.R. (2012). Use of multimedia for teaching in Nigerian university system: A case study of university of Ibadan. Library Philosophy and Practice. Retrieved on September 27, 2017 from http://digitalcommons.unl.edu/libphilprac/682/
  27. Ottenhoff, J. (2011). Learning how to learn: Metacognitive in liberal education. Liberal Education, 97, 28–33.Google Scholar
  28. Pelliccione, L., Dixon, K., & Giddings, G. (2005). A pre-service teacher education initiative to enhance reflection through the development of e-portfolios. Paper presented at “Balance, fidelity, mobility: Maintaining the momentum” in Proceedings of the 22nd Annual Conference of the Australasian.Google Scholar
  29. Ramsey, M., Gentzler, A., Morey, J., Oberhauser, A., & Westerman, D. (2013). College students' use of communication technology with parents: comparisons between 2 cohorts in 2009 and 2011. Cyberpsychology, Behavior and Social Networking, 16(10), 747–752.CrossRefGoogle Scholar
  30. Severin, E., & Capota, C. (2011). The use of technology in education: Lessons from South Korea. Inter-American Development Bank, (10), 1–8.Google Scholar
  31. Tsirika, M., Kakana, D., & Michalopoulou, A. (2017). The e-portfolio in a kindergarten classroom: adopting alternative assessment methods through action research. American Journal of Educational Research, 5(2), 114–123.Google Scholar
  32. Wray, S. (2007). E-portfolios in a teacher education program. E-Learning, 4(1), 40–51.Google Scholar
  33. Xiaoqing, G., Yuankun, Z., & Xiaofeng, G. (2013). Meeting the "digital natives": Understanding the acceptance of technology in classrooms. Journal of Educational Technology & Society, 16(1), 392–402.Google Scholar
  34. Zaytoon, J., & Lafortune, S. (2013). Overview of fault diagnosis methods for discrete event systems. Annual Reviews in Control, 37(2), 308–320.Google Scholar
  35. Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: what we know and what we need to know. Teaching and Teacher Education, 17, 613–621.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Faculty of EducationKuwait UniversityKuwait CityKuwait

Personalised recommendations