Research - Teacher Education
I have conducted research primarily in two areas in teacher education: 1) Digital teaching portfolios, and 2) Longitudinal research on attitudes of preservice teachers. I have been studying some aspect of digital portfolios since 1998 when I first taught a course on how to develop one. I am wrapping up a literature on digital teaching portfolios during fall 2007. Also, I began examining teacher candidates' attitudes of technology since 1997. Please review abstracts to samples of my work.
Milman, N. B. (2005). Web-based digital teaching portfolios: Fostering reflection and technology competence in preservice teacher education students. Journal of Technology and Teacher Education, 13 (3), 373-396.
This paper describes the findings of a qualitative study to examine preservice teacher education students’ experiences and reasons for creating digital teaching portfolios. Also, it examines the advantages and disadvantages of creating digital teaching portfolios. Findings indicate that the process of creating digital teaching portfolios was a constructivist one that fostered self-confidence in students’ professional and technical skills. Also, students enrolled in the course to enhance their technology skills, for guidance in the process of developing a digital teaching portfolio, and to create a portfolio that would make them more marketable.
Milman, N. B., Kortecamp, K., & Peters, M. (in press). Assessing teacher candidates’ perceptions and attributions of their technology competencies. International Journal of Technology in Teaching and Learning.
This study presents a longitudinal comparison of teacher candidates’ perceptions of their technology competencies as they enter and exit a teacher preparation program using a survey instrument. The survey instrument utilized questions about teacher candidates’ perceived abilities to apply the International Society for Technology in Education’s National Educational Technology Standards for Teachers (ISTE, 2000). The instrument and study findings are included. Findings indicate that upon entrance to a teacher preparation program, prospective teachers are computer literate, but even toward the end of their program, need further instruction and experience in pedagogical applications of technology. These findings serve as baseline data that the program will continue to collect over time to gauge and improve teacher candidates’ confidence and performance with technology.