디지털포트폴리오를 적용한 예비 영어교사 수업의 학습효과
Implementing digital portfolios in a pre-service English teachers’ classroom
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Digital portfolios, archived collections of electronic artifacts in digital form, have been well recognized in pre-service teacher education as alternative evaluation tools that comprehensibly assess learners’ progress, interests, and strengths. Despite digital portfolios’ documented value as important teaching-learning tools,Korean pre-service English teachers’ programs seldom implement them. This one-semester study in Korea reports on the effectiveness of digital portfolios on assessing learners’ progress and on facilitating analytical thinking, self-directed learning, collaboration, and a sense of achievement. Eleven participants developed portfolios that included 10-minute microteaching video clips, digitized documents of learning artifacts, animated presentation files, self-created instructional content, and accumulated self-study materials in English teaching. Quantitative and qualitative analysis reveals that ten out of eleven participants successfully completed their digital portfolios recording the growth of English teacher candidates. The most evident learning outcomes were reflective writing at a higher level, self-directed learning materials, and the utilization of various multimedia tools. Some concerns are also raised, including the input of time and labor, limitations on demonstrating creativity and ability when categorizing materials, and subjectivity of evaluation methods. This study discusses critical points in implementing digital portfolios in teacher education and concludes with a number of practical suggestions.
Abstract
Digital portfolios, archived collections of electronic artifacts in digital form, have been well recognized in pre-service teacher education as alternative evaluation tools that comprehensibly assess learners’ progress, interests, and strengths. Despite digital portfolios’ documented value as important teaching-learning tools,Korean pre-service English teachers’ programs seldom implement them. This one-semester study in Korea reports on the effectiveness of digital portfolios on assessing learners’ progress and on facilitating analytical thinking, self-directed learning, collaboration, and a sense of achievement. Eleven participants developed portfolios that included 10-minute microteaching video clips, digitized documents of learning artifacts, animated presentation files, self-created instructional content, and accumulated self-study materials in English teaching. Quantitative and qualitative analysis reveals that ten out of eleven participants successfully completed their digital portfolios recording the growth of English teacher candidates. The most evident learning outcomes were reflective writing at a higher level, self-directed learning materials, and the utilization of various multimedia tools. Some concerns are also raised, including the input of time and labor, limitations on demonstrating creativity and ability when categorizing materials, and subjectivity of evaluation methods. This study discusses critical points in implementing digital portfolios in teacher education and concludes with a number of practical suggestions.
참고문헌 (37)
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