Worth of Electronic Portfolios to Education Majors: A “Two by Four” Perspective

Abstract

Two groups of education majors—23 undergraduates and 14 educational technology graduate students—provided perspectives about their electronic portfolios. Two investigators independently directed them, evaluating the process from students' perspectives, including holistic evaluations by departmental faculty. Survey data were framed within Kirkpatrick's Levels of Evaluation with worth expressed on four levels as attitudes, learning, planned job usage, and potential organization impact. Despite different technological capabilities and limited similarities in implementing the process, both groups primarily viewed electronic portfolios as worthwhile overall, being largely positive on three levels. Systemizing the process is suggested. Technological ability, overall, was not a major factor.