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Descriptors:
Information Literacy; Research Skills; Asians; Foreign Students; Undergraduate Students; Student Behavior; Information Needs; Information Seeking; Information Utilization; Guidelines; Peer Influence; Prior Learning; Student Interests; Time Management; Academic Libraries; Library Services; Foreign Countries; Portfolios (Background Materials); Semi Structured Interviews; Flow Charts

Abstract:
Academic librarians are striving to better serve international students as this emerging population grows on university campuses. Past studies of international students generally focus on linguistic and cultural differences in relation to information literacy skills development. However, it is necessary to go beyond these factors to better serve the population. By using a framework based in information behavior research, the present study investigates the factors that mediate students' behavior and information literacy skills. Practical recommendations based on the findings of an in-depth qualitative study of students' research process are provided. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High Schools; Public Schools; Research Skills; Career Readiness; College Readiness; Technology Uses in Education; Portfolios (Background Materials); Electronic Publishing; Communities of Practice; Student Evaluation

Abstract:
An estimated 99% of the U.S. population understands that "teaching and learning 21st century skills are very important to the country's future economy", while 80% of those surveyed understand that "the things students need to learn in school today are different than they were 20 years ago". This study also showed that 88% of of the respondents understand that "21st century skills are important for schools to teach". Keeping these data in mind, one must not be surprised when employers see Oral Communication, Collaboration, Professional Work Ethic, Written Communications and Critical Thinking/Problem Solving as the most important skills for new hires in the coming years. In this article, the authors provide instruction and professional development as the Library Team at Skyline High School in Ann Arbor, Michigan. They provide examples of the types of technology skills that academic librarians might expect to see as students move from high school to a higher education setting. Academic librarians may find it useful to consider programs like this one while they develop and plan services that revolve around the use of technology. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Prior Learning; Evidence; Experiential Learning; Portfolios (Background Materials); Adult Students; Adult Learning; Higher Education; Undergraduate Students; Undergraduate Study; Career Development; Outcomes of Education; Academic Achievement; Career Planning; Continuing Education

Abstract:
There are many types of student portfolios used within academia: the prior learning portfolio, credentialing portfolio, developmental portfolio, capstone portfolio, individual course portfolio, and the comprehensive education portfolio. The comprehensive education portfolio (CEP), as used by the authors, is a student portfolio, developed over time, that includes examples of educational knowledge, skills, experiences, and achievements as well as professional development related to the learning outcomes. The contents provide evidence of the individual's knowledge and analytical, research, technology, and communications skills and applications, along with reflections on experiential learning beginning with the undergraduate experience. This article briefly reviews the importance of the comprehensive education portfolio. The benefits that students, particularly adult students, can obtain from constructing the CEP in terms of contents and process when it includes a career focus are highlighted. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Portfolios (Background Materials); Preservice Teacher Education; Foreign Countries; Practicums; Teacher Educators; Preservice Teachers; Qualitative Research; Interviews; Self Concept; Internet; Placement; Role; Professional Identity

Abstract:
This article reports on an exploratory qualitative investigation of an initiative to use an electronic teaching portfolio at a teacher education institution in Hong Kong. Using in-depth interviews, this initiative is examined from the perspective of preservice teachers themselves. Interviews sought to gain an understanding of how the construction of participants' identities as teachers was shaped by their engagement with an electronic teaching portfolio throughout an eight-week teaching practicum. The study highlights the identity struggles that participants confronted in using an e-portfolio to negotiate their own and others' professional identities within their teaching practicum placement schools. Implications for preservice teachers, teacher educators, and school authorities are discussed and suggestions for future research considered. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Feedback (Response); Graduate Students; Costs; Doctoral Degrees; Occupational Aspiration; Employment; Intellectual Disciplines; Job Applicants; Conferences (Gatherings); Art Education; Fees; Private Sector; Portfolios (Background Materials); Internet; Information Storage

Abstract:
Ph.D.'s are used to shelling out tens of thousands of dollars in the name of education. But earning the top graduate degree doesn't mean their spending has come to an end. An industry designed to help aspiring academics manage the job-application process and land tenure-track jobs is growing, and reaping the benefits of a tight market in many disciplines. New Ph.D.'s have long had to set aside money to mail applications and travel to scholarly conferences. But now their job-hunting tabs also include the cost of new services, like digital storage for recommendation letters, research statements, and other documents. Graduates' costs are growing, too, as they stay on the market longer. Old costs, like those for conferences, are compounding, while the costs of new products, services, and fees are adding up. In the 2012 hiring season, applicants for faculty positions at some art programs, like Colorado State's and Temple University's Tyler School of Art, were charged fees of $10 to $15 to transmit digital files of their creative materials through SlideRoom, a virtual art portal that the institutions insisted candidates use. The escalating number of job applications submitted by many Ph.D.'s is making it difficult for advisers to keep up with writing reference letters. Advisers and students are increasingly turning to private companies to help them manage the growing volume of documents. Interfolio, which is now commonly used, charges $19 for a one-year plan, or up to $57 for five years, to upload and store application documents, like CVs, cover letters, teaching statements, and reference letters. Applicants then pay the company a fee to deliver each document they need. The costs vary, from as low as $6 per application for delivery by e-mail or domestic mail and up to $45 for delivery by international mail. Graduate students and new Ph.D.'s are also paying money for job-seeking advice and for personally tailored feedback beyond what they get as part of their graduate programs or from their advisers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Portfolios (Background Materials); Student Attitudes; Portfolio Assessment; Foreign Countries; Feedback (Response); Semi Structured Interviews; Writing Ability; Writing Improvement; Student Journals; Case Studies; Academic Discourse; English (Second Language); Second Language Learning; Metacognition

Abstract:
Research into portfolio assessment ("PA") typically describes teachers' development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to investigate how two groups of Hong Kong EFL pre-university students (Groups A and B) perceived and responded to two portfolio systems (with each group experiencing one portfolio system either working portfolio or showcase portfolio) in one academic writing course. The case study approach was adopted and data sources included semi-structured interviews, student reflective journals, classroom observations, and analysis of text revisions. Findings indicated that students from the showcase portfolio group (Group B) were less enthusiastic about the effectiveness of PA, and queried whether it could promote autonomy in writing, while the working portfolio group (Group A) was more receptive to the experience, and considered that a feedback-rich environment in the working portfolio system could facilitate writing improvement. The paper concludes with a discussion of how PA can be used to promote self-regulation in the learning of writing. (Contains 10 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Elective Courses; Preservice Teacher Education; Learning Strategies; Undergraduate Students; Preservice Teachers; Portfolios (Background Materials); Education Courses; Web 2.0 Technologies; Social Networks; Internet; Computer Uses in Education; Technology Integration; Web Sites; College Instruction; Teaching Methods; Course Descriptions

Abstract:
In this article we describe the evolution of an elective course designed specifically for undergraduate students in our pre-service teacher education program. This course is intended to prepare these undergraduate students as future teachers--helping them to make effective and creative uses of technology in learning settings. This course emphasizes learning to learn "with" and "about" technology, in the ever-changing context of educational technology. Generally speaking, we outline and describe three key goals of teaching young teachers to thoughtfully integrate technology into a real-world classroom. First, the course emphasizes learning to explore and learn proactively by engaging in learning by design activities. Second, students are given an opportunity to try a wide variety of innovative technologies through explorations of their own choosing. Finally, we attempt to leverage the power of online community building for learning by harnessing the ubiquity and convenience of tools like Facebook. We look into the future with great hope and enthusiasm that our preservice teachers will lead the way in integrating new technologies into their teaching in ways that will benefit their students, colleagues, and the greater education community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Active Learning; Portfolios (Background Materials); Engineering Education; Feedback (Response); Student Projects; Computer Software; Electronic Publishing; Electronic Learning; Instructional Design; Instructional Development; Instructional Effectiveness; Program Effectiveness; Teaching Methods; Laboratory Training; Educational Strategies; Change Strategies; Educational Change; Engineering Technology

Abstract:
Project-based learning is one of the main successful student-centered pedagogies broadly used in computing science courses. However, this approach can be insufficient when dealing with practical subjects that implicitly require many deliverables and a great deal of feedback and organizational resources. In this paper, a worked e-portfolio is presented as an approach to improve the teaching/learning and evaluation processes in project-based learning environments needing considerable resources. To validate this approach, a practical project-based software engineering course supported by a Moodle-based e-portfolio was designed and taught. The results obtained corroborated the effectiveness of the e-portfolio in practical software engineering teaching; this approach can be extended to similar subjects in other studies and/or curricula. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Influence of Technology; Technology Integration; School Districts; Computer Uses in Education; Social Networks; Portfolios (Background Materials)

Abstract:
January brings many opportunities for change. The new year also allows district technology leaders and innovators to reflect on how the rapid pace of technological change is impacting what happens in their classrooms. Instructional technologies that were all the rage a year ago (netbooks) can be swept aside by this year's favorite (iPads). Discerning which new developments are truly effective and which are just fads is the toughest challenge. "T.H.E. Journal" recently convened five experts who spend their days in the trenches helping school districts understand the impact of technology on teaching and learning. The panel of experts determines which educational technology devices and practices are heating up, and which are losing steam. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Certification; Recognition (Achievement); Skill Analysis; Outcome Measures; Student Evaluation; Open Source Technology; Academic Achievement; Outcomes of Education; Educational Certificates; Portfolios (Background Materials); Electronic Publishing

Abstract:
As changing student demographics make it harder for today's learners to earn a four-year degree, educators are experimenting with smaller credentialing steps, such as digital badges. Mark Milliron, chancellor of Western Governors University Texas, advocates the creation of a "family of credentials," ranging from digital badges to certifications, that provide steppingstones for students to advance their education--all the way to advanced degrees in many cases--without forfeiting everything if they need to drop out. Secretary of Education Arne Duncan has hailed badges as "a game-changing strategy," particularly for veterans returning to civilian life with skills and accomplishments that do not appear on their resumes. While industry certifications are already highly valued in business, there is a lot more uncertainty about how digital badges will fit into the larger marketplace of credentials. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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