ePortfolio: Advancing Human Services Education through Technology
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| Title: | ePortfolio: Advancing Human Services Education through Technology |
|---|---|
| Language: | English |
| Authors: | T'Airra Belcher, Narketta Sparkman-Key, Bianca Augustine, Ne'Shaun Borden |
| Source: | International Journal of ePortfolio. 2023 13(1):69-82. |
| Availability: | Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: ijep@vt.edu; Web site: http://www.theijep.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Portfolios (Background Materials), Electronic Publishing, Technology Uses in Education, Educational Technology, Portfolio Assessment, Human Services, Undergraduate Students, Student Attitudes, Student Experience, Social Work, Reflection, Skill Development, Instructional Effectiveness |
| ISSN: | 2157-622X |
| Abstract: | Educators across the country utilize technology in innovative ways to bridge the gap between education and practice. This emphasis is prevalent within helping professions that rely heavily on field placements for further development of students. Digital pedagogy can be used by human services educators to bridge the gap between education and human services practice. In this study, we utilized the Catalyst Framework (Eynon & Gambino, 2017) to delineate student perceptions of their experiences with ePortfolio, demonstrating how digital pedagogy can support human services education. Through qualitative methods, ePortfolios were explored with undergraduate human services students to capture students' experiences and skill development. Three core themes emerged from the findings, suggesting that ePortfolio provides a necessary challenge in the education of human services students. The challenges students reported were meaningful, as ePortfolio increased ownership over their education. Students cultivated a digital space for creativity and authenticity in their education. Implications for human services education are proposed based on the research findings. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407259 |
| Database: | ERIC |
| Abstract: | Educators across the country utilize technology in innovative ways to bridge the gap between education and practice. This emphasis is prevalent within helping professions that rely heavily on field placements for further development of students. Digital pedagogy can be used by human services educators to bridge the gap between education and human services practice. In this study, we utilized the Catalyst Framework (Eynon & Gambino, 2017) to delineate student perceptions of their experiences with ePortfolio, demonstrating how digital pedagogy can support human services education. Through qualitative methods, ePortfolios were explored with undergraduate human services students to capture students' experiences and skill development. Three core themes emerged from the findings, suggesting that ePortfolio provides a necessary challenge in the education of human services students. The challenges students reported were meaningful, as ePortfolio increased ownership over their education. Students cultivated a digital space for creativity and authenticity in their education. Implications for human services education are proposed based on the research findings. |
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| ISSN: | 2157-622X |
