Curriculum mapping and ePortfolios : embedding a new technology in music teacher preparation

• Published in: Australian journal of music education no. 1; pp. 22 - 31
• Main Authors: Rowley, Jennifer, Dunbar-Hall, Peter
• Format: Journal Article
• Language: English
• Published: Nedlands Australian Society for Music Education 01.01.2012; Copyright Agency Limited (Distributor)
• Subjects: Academic staff attitudes; Accreditation; Australia; Concept Mapping; Curricula; Curriculum Design; Curriculum evaluation; Curriculum mapping; Education; Educational Technology; Electronic portfolios; Electronic Publishing; Foreign Countries; Higher education; Interviews; Learning; Music Education; Music in education; Music Teachers; Performing arts; Portfolio Assessment; Portfolios (Background Materials); Preservice teacher education; Program Descriptions; Student assessment; Student Evaluation; Teacher Attitudes; Teacher Education Curriculum; Teaching; Teaching Methods; Teaching Skills; Australia
• ISSN: 0004-9484; 1839-8294

This paper discusses how ePortfolios, initially introduced to students in a music education degree program on a trial basis, are subsequently being integrated into subjects of this degree program. Discussion includes staff perspectives, and covers the varying ways ePortfolio components are utilised in a range of subject areas, issues staff encounter in introducing ePortfolios into their subjects, methods to adapt existing assessment assignments into ePortfolio tasks, and ways in which the inclusion of ePortfolio work leads to changes in learning and teaching practices. Challenges of assessing in an ePortfolio environment are explored, and a map of ePortfolios in the final years of the degree program is discussed. The mapping process, whereby ePortfolio work is perceived as transitioning into the content of this degree program, is explained and demonstrated. The paper covers the design of the map that targets the sequential development of students' ePortfolio skills through subjects in the degree program. Mapping assessment tasks for any degree program is ongoing, and researchers in this case rely on student products and formal and informal feedback to continue designing assessment tasks in a meaningful way to engage eLearners in developing ePortfolios for use inside and outside this degree program. The process is not about creating more work for students and staff, or re-inventing existing curricula by removing and adding tasks. It is about evaluating existing assessment tasks in this degree program and modifying them to act viably in an information technology environment to reflect and advance student learning. [Author abstract, ed]