online curriculum for schools

 online curriculum for schools

This paper explores how a learning management system and ePortfolio were used to support professional development for pre-service teacher candidates. The learning management system was used to facilitate a blended learning programme in which learning outcomes were mapped against the four National Learning Outcomes for Teachers (NLOTs). As part of a project funded by the Australian Curriculum, Assessment and Reporting Authority (ACARA) for teachers of early childhood, early years and child care, teacher candidates were required to undertake an ePortfolio. The purpose of this paper is to describe how the learning management system and ePortfolio were used as complementary elements in the learning process, and to illustrate the process involved in supporting student-centred learning in teacher education. Context: ePortfolios have gained popularity in recent years and are increasingly used in higher education, especially in the context of professional development, however there is little research on how they might best be implemented in a university context. Aim: The aim of the study was to examine the effectiveness of using an ePortfolio in a blended learning programme and to gain understanding of the role of an ePortfolio in supporting the learning of pre-service teacher candidates. Method: Two groups of teacher candidates (n = 25 in each) participated in the study and took part in a blended learning programme, one group completing it with the aid of an ePortfolio and the other group with no ePortfolio. The learning outcomes for the study were developed using the National Learning Outcomes for Teachers (NLOTs). The ePortfolio was used to record a series of reflective assignments, tasks, learning activities and tests developed and agreed by the programme participants. A mixed methods approach was used including document analysis and a questionnaire administered to all participants to determine the effectiveness of the ePortfolio. Findings: The use of ePortfolios had a positive effect on learning, however the benefits of ePortfolios were offset by the time commitment required to develop an effective ePortfolio. A structured learning process was found to be essential to effectively utilise ePortfolios.Conclusion: Students of teacher education are encouraged to reflect, reflect on what they have learnt, construct and maintain an ePortfolio and share their ePortfolio with their teacher education programme provider. There has been a call in the literature for the move from “paper portfolios” to “digital portfolios” (Griffiths et al, 2007, p.5), and in Australia the implementation of a National Curriculum Assessment policy has resulted in the introduction of new assessment tools for “all students”, known as the National Learning Outcomes for Teachers (NLOTs). The National Curriculum Assessment Policy, National Assessment Policy Statement (2008), requires that all students engage in assessment from early on in their schooling experiences and through the implementation of the policy, assessment in primary and secondary schools will move away from paper based exams and the

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