Portfolios and ICT as Means of Professional Learning in Teacher Education

Abstract Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning for the student teachers and that the portfolios turned out to be productive tools for bridging the gaps between theory and practice in teacher education. The impact of the integrated technology activities on students' learning varies depending on individual conceptions of technology, learning and teaching.

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