ePortfolios in a Music Faculty: Student Differentiations in Expectations, Applications and Uses
This chapter compares findings from two discrete ePortfolio projects within a university music faculty to locate different ways students undertaking various types of music degree programs perceive ePortfolios as relevant, or not relevant, to their studies, and through this to investigate how ePortfolios can be used in the music profession. The initial project was conducted with Music Education students, and their reactions to and uses of ePortfolios provided a substantial amount of data on uses of this multi-media technology in the pre-service training of music teachers. Data from a subsequent project, which focused on Composition, Musicology, Music/Medicine and Performance students demonstrates a range of opinions on ePortfolios; not only do these opinions differ among these students, they differ from those of the Music Education students in the first project. Issues that arose across all student types include the relationship between staff modeling of digital technology in teaching and student acceptance of this technology; expectations of degree programs in relation to learning and using music technology and educational technology; perceptions of students’ uses of ePortfolios after graduation; and students’ perceptions of the standing of their chosen degree program regarding electronic technology.
The contributions of Wendy Brooks, Hugh Cotton and Athena Lill are gratefully acknowledged. The 2009–2011 project was funded by the University of Sydney Teaching Improvement and Equipment Scheme. Support for the 2012–2013 project was provided by the Australian Government Office for Learning and Teaching (OLT). The views of this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.
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