摘要：This study presents the results of the examination of the use of technology to enhance the capstone portfolio process for teacher candidates completing a masters degree at a small regional campus in Northwest Ohio, United States. Students at this institution complete a fifth year program that results in a masters degree and a recommendation for an Early or Middle Childhood license. The study focuses on determining the effectiveness of using a web-based portfolio. Teacher candidates perceived knowledge, skills and dispositions about technology literacy and usage in developing an e-portfolio are measured by comparing a pre and post survey. Results indicate a stronger knowledge and skill base concerning technology use and state standards, as well as a better disposition towards utilizing technology for creating and maintaining portfolios.
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