ePortfolio Examples
Portfolios in the CCNY Bilingual Education Program:
A Rationale and Reflection by Professor Tatyana Kleyn (QuickTime Movie)
Student's Reflections from Graduates of 2009:
Comments on Transfer by Jackie.
Portfolios in the CCNY English Education Program:
| Student |
ePortfolio |
| Hannah (graduate of February 2008) |
Website |
| Spiro (graduate of June 2008) |
Website |
The English Education program decided to require ePortfolios at graduation for students admitted to the program in summer of 2003. Students could attend a technology workshop before each semester. That workshop covered how to edit and publish the ePortfolio as well as how to use the CUNY Portal, Blackboard, TaskStream and the CCNY email. Faculty evaluated the ePortfolio with
a rubric on a pass/fail basis.
The ePortfolio was an HTML template which had been stored on a server space. Each student of the School of Education at CCNY is entitled to 20MB of server space till one year after graduation. The students used the HTML editor MS FrontPage.
Unfortunately the ePortfolio initiative of this program has been dropped in Fall 2008 for the following reasons Professor Ratner, program head, explains below:
"The portfolio was dropped for the following reasons:
Redundancy – Taskstream and Blackboard both have portfolio-like features. Even if they are not exactly the same as the e-portfolio, they require students to sign-up, sign-in, familiarize themselves with a web-based platform, and input data. Our students, particularly those already teaching full-time, have little time or energy for this kind of redundancy. It ultimately undermines interest and faith in using such technology for professional purposes.
Value-Added – While we think it is important for candidates to become familiar with MS Frontpage and other technologies that potentially assist teachers with instruction and help them become reflective practitioners, there are other more pressing needs that are shortchanged in our program. Classroom management, for example, does not receive nearly enough attention in our courses despite the fact that it often determines a teacher’s effectiveness, even survival, in the first years of classroom practice. While it should not be an either/or proposition, we are dealing with limited time and resources in terms of preparing teachers for the classroom. We have to be vigilant about setting priorities."
