Investigating the Effect of Using E-Portfolio on Preservice Teachers’ Self-Efficacy, Proficiency and Intention to Use Technology in their Future Classroom

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Curriculum & Instruction


The purpose of this study was to investigate the effect of using e-portfolio on preservice teachers’ self-efficacy, proficiency and intention to use technology in their future classroom. By utilizing theory of planned behavior (TPB) as theoretical framework, the researchers employed a mixed method to identify the strength of the effect of using e-portfolio has on preservice teachers’ attitudinal beliefs, subjective norms, and perceived behavioral control leading to change in their intention to use technology. Participants were 36 preservice teachers enrolled in one graduate section and two undergraduate in a required technology integration course in a Midwest university. Multiple linear regression analysis was conducted to develop a model predicting preservice teachers’ use of technology in future classrooms from their attitudinal beliefs, subjective norms, perceived behavioral control and intention. The results of the predictor model was able to account for 55% of the variance in students’ intention to use technology and was statistically significant. The results also found that students’ perceived proficiency is a significant predictor of their use of technology in future classroom. Furthermore, the use eportfolio as teaching and assessment methods improved students’ perceived self-efficacy, perceived proficiency and intention to use technology in their future classrooms compared to beginning of the semester. Students seem to favor this assessment method and found it beneficial to their learning. Many students indicated that using e-portfolio as learning and assessment tool gave them sense of control to create personalized artifacts, manage and support their learning goals, and communicate their questions and progress with others. Further, the majority of students emphasized the importance of connecting their artifacts and projects they worked on to their own context and experience.

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Arkansas Association of Teacher Educators Electronic Journal (ArATE)


Arkansas Association of Teacher Educators