Reflecting on pedagogical practices with
electronic portfolios.
Ann-Louise Davidson

Nadia Naffi

Concordia University
Research context
Adoption of Internet technology in society

New knowledge economy -> new logic of education?

Competency ...
Review of literature
Pedagogy: Empirical studies and theoretical research based on empirical studies
Reganick (1994); Béla...
Other sections of the literature review
E-Portfolios

Self-regulation (Zimmerman)

Motivation (Deci Ryan)

Self-efficacy (Ba...
Research question
How can the use of an electronic portfolio engage teachers in a
reflection about their pedagogical practi...
Recruitment
Done through RÉCIT 

Five teachers responded

Three participated for the
whole year.
Design
One-on-one intervi...
Interview results
Teacher 1
(elementary female)
Teacher 2
(secondary male)
Teacher 3
(secondary female)
Teaching
Socio-con...
Reflections on usefulness of
training
The elementary school teacher received the training alone.

Intimidated by the techn...
Focus group questions
What pedagogical activities did you do with ePearl this year?

How frequently did you do these activ...
Focus-groups results
Discovery activity
Activity frequency
0 1 2 10
How did the students use PERLE?
Demonstration to other children
Parent acce...
Original construct analysis divided by teacher
Teacher 1
What is the focus of this slide?
Teacher 2
What is the focus of this slide?
Teacher 3
What is the focus of this slide?
Next steps
For teachers:

Teacher 1: Wants to involve parents more and use more advanced
feedback functions 

Teacher 2: N...
Conclusion
Directions for future research and practice

Systemic analysis of classroom dynamic with technology is
highly d...
Thank you!
•Beaucoup d’impact sur l’approche pédagogique
•Peu d’impact sur l’apprentissage
•Très difficile
•Correction grammaire
•Fréq...
40%
40%
Enseignant 2
•Beaucoup d’impact sur l’apprentissage
•Fréquemment
•Rarement
•Peu d’impact sur l’approche pédagogiqu...
20%
80%
Enseignant 3
•Beaucoup d’impact sur l’apprentissage
•Fréquemment
•Peu d’impact sur l’approche pédagogique
•Peu d’i...
Framework
Social
System
Educational
System
Representations of
the use of ICT
Représentations
of Pedagogy
Relationships?
Gr...
Framework
Technical Social
Epistemological
Informational
Social
System
Educational
System
Teacher 

Centered
Learner 

Cen...
Ann-Louise Davidson Ph.D.

Teacher 

Centered
Learner

Centered
Process Oriented
Product Oriented
Social
Epistemological
T...
Representations
of the object
Categorisation
of the object
Discrimination
of object
properties
Selection
of properties
Cho...
In sum...One participant was very satisfied
Two participants were frustrated and felt powerless...
Assistance given to teac...
Reflecting on pedagogical practices with electronic portfolios.
Reflecting on pedagogical practices with electronic portfolios.
Reflecting on pedagogical practices with electronic portfolios.
Reflecting on pedagogical practices with electronic portfolios.
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This communication discusses the implementation of an ePortfolio designed to encourage self-regulation in learners. First, it presents the Québec political context from which the necessity of providing students with a competency based education arises. Second, a brief literature review provides some arguments about the development of technological competencies in learners and teachers and about the orientation that pedagogy can take. This study strived to answer two research questions: 1) After using an ePortfolio during a school year, what are the pedagogical activities that teachers identify as being valuable to conduct with students? 2) What are the teachers’ perceptions of the influence of an ePortfolio on student learning and on their pedagogical approaches? We conducted interviews and a focus group with French Québécois teachers. The results of this grounded theory show that the ePortfolio implementation was a good experience for some teachers, but other teachers faced more important issues during the implementation phase.

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Reflecting on pedagogical practices with electronic portfolios.

  1. 1. Reflecting on pedagogical practices with electronic portfolios. Ann-Louise Davidson Nadia Naffi Concordia University
  2. 2. Research context Adoption of Internet technology in society New knowledge economy -> new logic of education? Competency based education Québec context: le renouveau pédagogigue Evolution of pedagogical approaches Paradigm of the reflective practitioner (Shön)
  3. 3. Review of literature Pedagogy: Empirical studies and theoretical research based on empirical studies Reganick (1994); Bélair (1995); Gayet (1995); Gauthier (1997); Laplante (1997); Basque, Rocheleau et Winer (1998); Trigwell, Prosser et Waterhouse (1999); Crawford (1999); D’eon, Overgaard et Rutledge (2000); Kember et Kwan (2000); Keyser (2000); Carpenter et Tait (2001); Woods (2001); Yang (2001); Durand et Morin (2002); Gardye, Favreau et Malo (2002); Hébert, Barbeau et Dupuis (2002); Kim et Branch (2002); Landry (2002); Perrenoud (2002); Ghaith, (2003); Hewett (2003); Kulinna et Cothran. (2003); Martel (2003); Roberts (2003); Conole, Dyke, Oliver et Seale. (2004); Gore, Griffiths et Ladwig. (2004); Trigwell et Prosser (2004, 2006); Lindblom- Ylänne, Trigwell, Nevgi, & Ashwin (2006). Typologies centered around the act of teaching and learning
 Dans les typologies centrées sur l’acte d’enseignement/apprentissage, certaines typologies sont classées selon le rôle joué par l’ordinateur au sein de la relation pédagogique (Bork, 1985; Jonassen, 1995; Means, 1994; Sauvé, 1984; Taylor, 1980), selon le degré d’autonomie de l’apprenant (Plante, 1984), selon le type de stratégies pédagogiques ou de connaissances visées (Baumgartner & Payr, 1998; de Vries, 2001; Denis, 2003; Paquette, 1993; Séguin, 1997) et selon les étapes du processus d’enseignement (Alessi & Trollip, 1991). Typologies centered on schools Dans les typologies centrées sur l’école, certaines typologies sont classées selon les types d’activités d’une école (Aylwin, 1984; Basque et al., 1998; Knezek, Rachlin & Scannell, 1988; Schultz & Hart, 1983; Roecks, 1981; Watts, 1981), et une selon les acteurs d’une école (Dubuc, 1982). Typologies centered on the learner
 Dans les typologies centrées sur l’apprenant, une typologie est classée selon les impulsions de l’individu à apprendre (Bruce & Levin, 1997), d’autres sont classées selon les fonctions cognitives que l’ordinateur permet d’étendre ou de restructurer (Chacon, 1992; Jonassen, 1996) et selon les étapes du processus d’apprentissage ou de traitement de l’information (Thomas & Boyson, 1984; Iioshi & Hannafin, 1988).
  4. 4. Other sections of the literature review E-Portfolios Self-regulation (Zimmerman) Motivation (Deci Ryan) Self-efficacy (Bandura)
  5. 5. Research question How can the use of an electronic portfolio engage teachers in a reflection about their pedagogical practices and their perception of student learning? Can this reflective process help inform teacher education programs? *
  6. 6. Recruitment Done through RÉCIT Five teachers responded Three participated for the whole year. Design One-on-one interviews Training session Focus group at the end of the year
  7. 7. Interview results Teacher 1 (elementary female) Teacher 2 (secondary male) Teacher 3 (secondary female) Teaching Socio-constructivist project based learning Transmission of knowledge (guide) Structured mastery learning Technology Personal use mostly Non user Proficient
  8. 8. Reflections on usefulness of training The elementary school teacher received the training alone. Intimidated by the technology. Frequently called the researcher as she started using ePearl Received the local RÉCIT’s assistance while she implemented the project. The secondary school teachers received the training together. One was very critical of the interface and wanted to find the flaws before she started using it. The other expected ePearl to be a portal. Didn’t ask for help. *Ideally, training should coincide with the beginning of a project. *
  9. 9. Focus group questions What pedagogical activities did you do with ePearl this year? How frequently did you do these activities? How difficult/easy were these activities? Do you think they had an impact on learning? Do you think they had an impact on your pedagogical approach? *
  10. 10. Focus-groups results
  11. 11. Discovery activity Activity frequency 0 1 2 10 How did the students use PERLE? Demonstration to other children Parent access Project Knowledge of other programs _ _ _ _ ~Grammar correction Teacher1 _ Objectives Guiding questions Help Readers’ journal Forgot ~ + + + Teacher3 _ _ (Planning) Doing (Reflecting) Journal Search ~ + Teacher2 Level of difficulty for students Impact on the learning level _ Impact on the pedagogical method ~ +
  12. 12. Original construct analysis divided by teacher
  13. 13. Teacher 1 What is the focus of this slide?
  14. 14. Teacher 2 What is the focus of this slide?
  15. 15. Teacher 3 What is the focus of this slide?
  16. 16. Next steps For teachers: Teacher 1: Wants to involve parents more and use more advanced feedback functions Teacher 2: Needs to formulate objectives and guiding questions for and with learners Teacher 3: Needs to figure out how to make students more autonomous and start formulating objectives.
  17. 17. Conclusion Directions for future research and practice Systemic analysis of classroom dynamic with technology is highly desired Teacher education programs should focus on developing generic technological competencies Teachers need accompaniment to teach through self-regulation processes Limits Number of participants One single school board Transferability Generalizability
  18. 18. Thank you!
  19. 19. •Beaucoup d’impact sur l’approche pédagogique •Peu d’impact sur l’apprentissage •Très difficile •Correction grammaire •Fréquemment •Rarement •Projets •Accès parental •Démonstration à d’autres enfants •Connaissance de nouveaux logiciels 20% 80% •Beaucoup d’impact sur l’apprentissage •Peu d’impact sur l’approche pédagogique •Facile Enseignant 1
  20. 20. 40% 40% Enseignant 2 •Beaucoup d’impact sur l’apprentissage •Fréquemment •Rarement •Peu d’impact sur l’approche pédagogique •Peu d’impact sur l’apprentissage •Objectifs •Journal de lecture •Oublier •Beaucoup d’impact sur l’approche pédagogique •Questions guide •Aide
  21. 21. 20% 80% Enseignant 3 •Beaucoup d’impact sur l’apprentissage •Fréquemment •Peu d’impact sur l’approche pédagogique •Peu d’impact sur l’apprentissage •Découverte guidée •Journal •Réflections, planifications •Rarement •Beaucoup d’impact sur l’approche pédagogique •Recherche
  22. 22. Framework Social System Educational System Representations of the use of ICT Représentations of Pedagogy Relationships? Group Individual
  23. 23. Framework Technical Social Epistemological Informational Social System Educational System Teacher Centered Learner Centered Process Oriented Product Oriented
  24. 24. Ann-Louise Davidson Ph.D. Teacher Centered Learner Centered Process Oriented Product Oriented Social Epistemological Technical Informational
  25. 25. Representations of the object Categorisation of the object Discrimination of object properties Selection of properties ChoiceHarmonization of properties Choice Which use of technology? For which technological interaction? Which pedagogical approach? For which pedagogical objective?
  26. 26. In sum...One participant was very satisfied Two participants were frustrated and felt powerless... Assistance given to teachers Class size Work habits Individual differences Student autonomy Students’ prior knowledge Students’ motivation Students’ collaboration Proper scheduling of the activities Frequency of meeting Coaching, teachers’ technical skills School facilities Technical constraints School culture Parents’ role *

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