Example of blog used as learning portfolio

Introduction and Development of a Blog-Based Teaching Portfolio: A Case Study in a Pre-Service Teacher Education Programme.

Authors:     Tang, Eunice¹

Source:       International Journal of Learning; 2009, Vol. 16 Issue 8, p89-100, 12p, 3 Charts, 6 Graphs

Abstract:    In this presentation, a blog-based e-learning environment and learning community for preservice language teachers will be introduced. After 2 years of development, Platforms for Language Teacher Education (PLaTE) is set up with the aims of providing academic and professional support to students, graduates and teaching professionals through a variety of online reference and learning tools. PLaTE includes: 1.databases of self-developed teaching and learning materials and videos of exemplar teaching, available at English Teacher Education on the Net (ETENet) and Chinese Teacher Education on the Net (CTENet); 2.online platforms for exchanges of insights on current issues of language teaching, available at Netter and Bo Yu; and, 3.blog-based teaching portfolios of students. The blog-based Teaching Portfolio was first introduced to Year 3 and Year 4 BEd. in Language Education (English) undergraduate students at the Faculty of Education, The Chinese University of Hong Kong in the academic year 2007-2008. The aim of setting up the blog is to promote reflective, collaborative and dialogic environment for academic and professional development. Student teachers were expected to take active participation in the blog during their practicum to upload their lesson plans, reflections and video-taped lessons, initiate discussion and exchange views. An end of practicum survey showed that the new initiative was well-received and supported by the students. In this presentation, we will present: 1.the objectives and design of PLaTE ; 2.results of the survey on blog-based Teaching Portfolio; and, 3.the pedagogical implications of blog-based Teaching Portfolio. [ABSTRACT FROM AUTHOR]

                   

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Database:   Education Research Complete

Department:	Chinese University of Hong Kong
Class/Course:	Language Teachers
Students:	105 preservice language teachers, years 3-4 BEd
Technology:	Blog (teaching portfolio) + Learning Resources
Assessment Activities:	20% of final mark on blog activity
Efficiencies:	This is an enhancement rather than focused on efficiency
Learning Gains:	Results were ‘well received’ by students Students self reported a rise in reflection skills

Purpose

To:

Promote reflection

Collaborative + dialogue discussion

Upload lesson plans – reflections + videos of lessons – then discuss

Research method

The Intervention

Students uploaded various items over the year to the blog. They were encouraged to interact and comment on each others (details of this are not included)

Issues

Students complained about the workload, they had not been asked to do this type of activity on any other module.

Some issues in students using the blog tool