Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development

Kabilan, Muhammad Kamarul

doi:10.14742/ajet.2052

Cited by 28 publications

(49 citation statements)

References 46 publications

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“…Not surprisingly given its popularity, much research attention has been paid to Facebook (Cuesta, Eklund, Rydin, & Witt, 2015;Irwin et al, 2012;Kabilan, 2016;Madge, Meek, Wellens, & Hooley, 2009;Ratneswary & Rasiah, 2014;Santos & Cuta, 2015;Vivian, Barnes, Geer, & Wood, 2014). Manca and Ranieri (2013) conducted a literature review of 23 peer-reviewed articles focusing on Facebook as a learning environment to explore "the extent to which its pedagogical potential is translated into practice" (p. 487), explicating three themes: instructional efficacy; supportive and interactive learning tool; and students' reactions to Facebook as an instructional tool.…”

Section: Literature Reviewmentioning

confidence: 99%

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

Sadowski

Pediaditis

Townsend

2016

AJET

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Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration -both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.

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Section: Literature Reviewmentioning

confidence: 99%

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

Sadowski

Pediaditis

Townsend

2016

AJET

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“…The socialisation process that was involved in the online teaching portfolio has given the opportunity for student teachers to be engaged in transformative learning in which enriched ideas and experiences. This, according to Kabilan (2016), has facilitated the reconstruction, reconfiguration, and refining of knowledge that was personal and meaningful to each individual member of the online community.…”

Section: Assisting Student Teachers In Learning How To Teachmentioning

confidence: 99%

“…The student teachers' professional development and identity is the second eportfolio affordance found in 16 studies. E-portfolio can provide useful techniques in enhancing student teachers' development (Beck et al, 2005;Cimermanova, 2018;Gencel, 2017;Kabilan, 2016;Rade, 2014;Tang, 2013;Toom et al, 2015;Zhong & Hartsell, 2015), and professional communities from the various background (Rade, 2014;Sardegna, & Dugartsyrenova, 2014). This is supported by the use of metacognitive strategies, engagement of diverse approaches, and evaluation of their own learning (Wyk, 2017).…”

Section: Assisting Student Teachers In Learning How To Teachmentioning

confidence: 99%

The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

Harun

Hanif

Goh

2021

SiELE

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The advances in technology have paved the way for student centred learning environment which allows for higher students’ engagement, active participation, deep meaningful learning, and critical thinking. One of the technology applications which have gained popularity at the beginning of the 1990s is the use of e-portfolio. Studies in many professional fields have shown exceptional findings on the adoption of e-portfolio. Nonetheless, the development of e-portfolio affordances over a period of time has yet to be explored to ascertain its usefulness particularly in the area of teacher education. This article presents the process of systematic literature on the e-portfolio pedagogical affordances in teacher education programs and issues to be addressed for successful implementation. Using the content analysis method, 28 articles which focused on e-portfolio, teacher education, English as a second language, scientific research, and secondary school were reviewed. The findings of the review have mainly shed positive lights on its use in documenting student teachers’ learning experiences particularly on assisting and assessing student teachers learning how to teach. This article implicates the relevance of having a holistic view and understanding of the e-portfolio pedagogical affordances and the need to recognize issues to be addressed prior to its implementation in a teacher education program. With this understanding, the university and teacher education institutions can have a well-defined policy on the adoption of e-portfolio into their teacher education programs.

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“…El aprendizaje mediante el e-PEL se basa en el trabajo cooperativo, que se traduce en una mejor gestión del aula en términos de motivación, implicación y diversidad (Kabilan, 2016) a través del plurilingüismo (Iñesta y Pascual, 2015). Su aplicación implica un modelo alternativo asumido por la comunidad educativa que se refleja en el Proyecto Educativo de Centro (PEC).…”

Section: Mario Jesús Mira-giménez Desarrollo Del Plurilingüismo a Traunclassified

Desarrollo del plurilingüismo a través del Portfolio Europeo de las Lenguas Electrónico (e-pel) en la Escuela Oficial de Idiomas: estudio de un caso

Mira-Giménez¹

2017

Enseñanza & Teaching

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Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development

Cited by 28 publications

References 46 publications

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university

The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

Desarrollo del plurilingüismo a través del Portfolio Europeo de las Lenguas Electrónico (e-pel) en la Escuela Oficial de Idiomas: estudio de un caso

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