Embedded Files
Integrating ePortfolios into Online Teacher Education Coursework
Firefly Landing @ Indiana State Museum
The goals for this course, T320: Sociocultural Learning in Urban Elementary Schools, are to provide teacher candidates with opportunities to apply “theory to practice” by making connections between concepts/theories presented in their early childhood education coursework and clinical field experiences. Another goal of this course is to develop students’ capacity to make interdisciplinary connections between teaching methods courses that impact positively impact teaching, learning, and child development in early childhood education spaces. Throughout the semester, students were enrolled in 6 other courses focused on teaching methods for math, literacy/language, social studies, art, music, and science. ePortfolios were used throughout the Spring 2026 semester as repository for the various artifacts (photos, videos, lesson plan PDF’s, critical self-reflective narratives, etc) that allowed students to demonstrate their capacity to plan interdisciplinary instruction and engage young learners. Teacher candidates and critically reflected on their in-person clinical field experiences associated with this course. Consequently, ePortfolios served as an assessment of student learning and engagenment during their online coursework and clinical field experiences throughout the semester.
My Goals for Implementing for ePortfolios
My Goals for Implementing for ePortfolios
Foster engagement and teacher identity in an online teacher education program
Cultivate teacher candidates' praxis, or ability to apply learning theories to their teaching practices
Provide opportunities for teacher candidates to demonstrate competencies in interdisciplinary, inquiry-based, and culturally responsive lesson planning and design of early childhood learning environments
Support students' critical thinking and professionalism
Encourage critical self-reflection and embrace the roles of researcher, learner, collaborator, and positive change agent
Document their engagement in the community and learning with young children in local early childhood education settings
My Role as Primary Investigator for Implementing for ePortfolios
My Role as Primary Investigator for Implementing for ePortfolios
My role as primary investigator was to examine the ways that ePortfolios:
Deepened student engagement and learning in an online teacher education course
Cultivated students' connections between learning theory and teaching practices
Fostered teacher candidates' understanding of lesson planning and design
My Reflection on the ePortfolio Integration Experience: Huge learning curve but worth the risk
My Reflection on the ePortfolio Integration Experience: Huge learning curve but worth the risk
ePortfolios helped me cultivate a Third Space, an engaging online learning environment with 15 teacher candidates.
Using ePortfolios, teacher candidates were able to:
co-construct their new understandings of teaching and learning in an online platform/learning space
demonstrate their connections between theory to practice with digital media creativity and interdisciplinary lesson planning and design
cultivate opportunities for student ownership of learning and critical self-reflection of identity as future educator
Having a great time with provocations
Students loved the read alouds!
Learning about curriculum and instruction design
Students loved the provocations!
Wins
Learned more about my students and their identities as learners and future teachers and, therefore, fostered stronger student-teacher relationships
Increased student engagement and learning overall during clinical field experiences
Increased student collaboration, problem solving, and cooperation in group work and independent work
Google Photos for shared access to photos during clinical field experiences fostered engagement as a learning community
Challenges
ECE Program is 100% online EXCEPT: 4 in-person clinical field experiences
T320- online adaptation of an El Ed course (in-person)
Missed opportunity for teacher candidates to share/present ePortfolios with authentic audience
My unfamiliarity with Google Sites
Lessons Learned
Students expressed that the pre-made template was very beneficial for getting started and staying engaged in ePortfolio assignments.
Students expressed that the ePortfolio workshop with Liz was critical to their success use throughout the semester.
Students expressed gratitude for time to complete ePortfolios based assignments together during clinical field experiences.
Next Steps
Implement ePortfolios based assignments in each of 4 clinical field experience courses (M301, M304, M305, M423) and their Canvas sites
Integrate time to share to authentic audience (peers and mentor teachers) during last clinical field experience
Integrate more specific rubrics and examples/exemplars into the assignments
Use my ePortfolio to "tell the story" of the program to department chair, dean, potential and new students
Christina Shine
Christina Shine
Great example of
Nyasia Sanders
Nyasia Sanders
Great example of
Josalyn Kohlberg
Josalyn Kohlberg
Great example of
Field Experience #1:
St. Mary's Early Childhood Education Center
Field Experience #2:
Firefly Landing @ Indiana State Museum
Field Experience #3:
Indianapolis Public Library @ Fort Ben
Field Experience #4:
Celebration @ Jockamo's Pizza
3a7ea220-8b06-4348-bbc6-741119a9d0e6.pdfSpring 2026 Pre Survey Results
Spring 2026 Pre Survey Results
Information across the full cohort, including every student that submitted after January 13th, start of semester.
Class Specific Pre Survey Results
Class Specific Pre Survey Results
Post Course Results for eP.pdfFall 2025 Post Survey Results
Fall 2025 Post Survey Results
Information across the full cohort
Post Course Results for T320.pdfClass Specific Post Survey Results
Class Specific Post Survey Results
Certificate of Completion
Certificate of Completion
IU_IEL_Workshop_Certificates_Bangert.pdfCertification of Workshop Completion
Certification of Workshop Completion
Dissemination
Dissemination
Grant recipients have been asked to:
Present at a Faculty Learning Community (FLC) or Community of Practice (COP) Zoom for the Grant
Share aspects of their work with peers [department chairs, program cohorts/faculty, department faculty meeting]
Response to a Call for Proposals (CFP) or Consider presenting or publishing locally, nationally, or internationally [optional]
Use the space below to highlight this.
COP Presentation
COP Presentation
May 8th, 2026 @ 11a.m.
Via Zoom
Colleagues in the Community of Practice
Department Peer Presentation
Department Peer Presentation
Day/Date
Location
Audience
Local, National, or International Presentation or Publishing [optional]
Local, National, or International Presentation or Publishing [optional]
Day/Date
Location
Audience
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