Voices from the field: Integrating e-portfolios in early childhood education

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dc.authoridBedel, Emine Ferda / 0000-0001-6498-7586
dc.contributor.authorBedel, Emine Ferda
dc.contributor.authorİnce, Sema
dc.contributor.authorAcar, Serenay Başalev
dc.date.accessioned2025-01-27T20:50:01Z
dc.date.available2025-01-27T20:50:01Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractDigital technologies are increasingly integrated into early childhood education (ECE), prompting discussions regarding their potential benefits and drawbacks. Research has shown that technology designed for children's developmental needs can enhance learning and development, while also improving communication between parents, teachers, and children. However, issues like access, equity, ethics, and teacher workload require careful consideration. This qualitative study explores the expected outcomes of integrating e-portfolios into ECE through one-on-one interviews with key stakeholder groups. After gathering general opinions, the participants were asked to provide detailed feedback on how the application affects children, teachers, and parents. In addition to revealing a diverse range of voices regarding the implementation of e-portfolios, this study aims to utilize the information gathered from participants for informed decision-making, offering valuable insights for the improved e-portfolio design and implementation. The study involved 34 Turkish participants from five stakeholder categories: ECE and primary school teachers, faculty members from ECE and primary school education departments, and parents. Results revealed that e-portfolios were viewed as highly beneficial, providing permanent and comprehensive documentation, facilitating data transfer to subsequent schooling levels, enabling multidimensional assessment, promoting child-centred practices, improving communication, enhancing reflective thinking and digital skills, and allowing resource utilization. However, participants raised concerns about workload, documentation gaps, and ethical issues. While e-portfolios hold promise for integrating digital technologies into ECE, current teacher education may lack sufficient training in key areas like digital literacy, documentation, assessment, and ethics. Further education in these areas can help ensure effective implementation and positive outcomes.
dc.description.sponsorshipCanakkale Onsekiz Mart University
dc.description.sponsorshipThe authors would like to thank the faculty members, teachers and parents for participating in this study.
dc.identifier.doi10.1007/s10639-024-12563-9
dc.identifier.endpage18201
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue14
dc.identifier.scopus2-s2.0-85186883739
dc.identifier.scopusqualityQ1
dc.identifier.startpage18181
dc.identifier.urihttps://doi.org/10.1007/s10639-024-12563-9
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25389
dc.identifier.volume29
dc.identifier.wosWOS:001177166300002
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectEarly childhood education
dc.subjectE-portfolios
dc.subjectAssessment
dc.subjectDigital documentation
dc.titleVoices from the field: Integrating e-portfolios in early childhood education
dc.typeArticle

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