Collaboration in ePortfolios with Web 2.0 tools in initial teacher training /La colaboración en eportafolios con herramientas de la Web 2.0 en la formación docente inicial

Abstract

Collaboration is a specific process in the construction of portfolios. In the case of electronic portfolios, Web 2.0 tools make collaboration a key process. The process known as networking refers to the online connection and collaboration with others, which the social web contributes to the literature of electronic portfolios. This research describes and analyses the pilot implementation of an ePortfolio in the Early Childhood degree programme at the Ibiza Campus of the University of the Balearic Islands. The paper presents a qualitative research study which aims to understand collaborative students' activity from multiple points of view. In view of this, the data collection techniques used are diverse: analysis of work done by students, Likert scale and group discussion. Atlas.ti software has been used to obtain a qualitative analysis of the students' discourse. In general, the results show positive attitudes, with a gradual increase noticed in the students' use of the tools and, finally, with collaboration being expressed in peer work, especially in relation to technology. The analysis carried out enables us to observe tensions between open tools, collaboration and assessment. The research has important implications for practice as it allows us to deduce how to improve the collaboration process in ePortfolios thanks to the introduction of Web 2.0 tools.

Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning

“…This result leads us to suggest that reflective skills are hard to achieve and require more time, feedback and effort to eventually show further improvement. These results are in line with previous research by authors who observed that students had struggled in the reflective parts of their tasks more than in others (Tur & Urbina, 2014;Tur et al, 2016;Tur & Urbina, 2016b).…”

Classroom video in early childhood teacher education: reviewing the literature to inform research and practice (Videos de clase en la formación de docentes de infantil: revisión de la literatura para guiar la investigación y la práctica)

“…This study contributes to an emerging body of literature on the learning ecologies available to ECE teachers (Muñoz-Carril et al, 2019; Tur & Urbina, 2016). While classroom videos are commonly integrated into the training of these professionals (Ruiz-Bikandi, 2007), this review shows that the corpus of video-related empirical research in this field is rather thin.…”

“…The significance of this article relies on being the first systematic review focusing on classroom videos in the field of ECE. Like teachers in other educational levels, ECE teachers currently have a wide spectrum of systems and digital tools to learn and continue to improve themselves as educators (Muñoz-Carril et al, 2019; Tur & Urbina, 2016). Thus, it is important for them to gain awareness that classroom video is a key component of their learning ecologies (Sangrá et al, 2019), with great potential to help in a variety of domains.…”

“…More than ever, teachers have a plethora of systems and tools to learn and continue to improve themselves. These include electronic devices such as computers, tablets and mobile phones, systems that generate, store and/or process data, social media groups and online multimedia platforms with numerous types of learning materials and resources, including learning management systems and collaborative electronic e-portfolios (Lorenzo-Quiles et al, 2015; Tur & Urbina, 2016). The rapid development of digital learning spaces requires teachers to constantly adapt and develop new skills to stay current with the most recent trends, embodying lifelong professional learning.…”

Tourism and ICT. Bibliometric Study on Digital Literacy in Higher Education

“…Technological development, and especially the 2.0 web model, is causing drastic changes in society in general [1][2][3]. Information and communication technologies (ICT) have been implemented in the day-to-day life of people, companies, etc., modifying all the processes related to interaction and socialization [4,5], but also other more specific processes, such as those concerning education [6][7][8]. The educational system needs to adapt to new scenarios resulting from the development and massive implementation of ICT both at a methodological level, adapting the teaching-learning processes, as well as the educational objectives in relation to the training of students [9,10].…”