Integrating e-portfolios

Putting the pedagogy in its place

Abstract

E-portfolio’s have been a feature in teacher education degree programs as a means to document professional accreditation (Gerbic & Maher, 2008). The development of a professional e-portfolio for pre-service music education students has challenged teacher educators in a NSW university music Faculty as it was essential to embed the processes of creating a student e-portfolio across the four-year music education degree program that allowed students high levels of independence and creativity in the presentation of themselves as both reflective learners and professional practitioners (musician and music teacher). This poster presents a work in progress describing the processes of introducing e- portfolios into a music education degree program and discusses the initial design issues of blended learning, the methodology used to embed e-portfolios into existing Units of Study, assessment, the pedagogical possibilities for engaging students in a technology rich learning environment and other conceptual issues that arose in the design process.