Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23371
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dc.contributor.authorChye, Stefanie Yen Lengen
dc.date.accessioned2021-09-22T04:44:12Z-
dc.date.available2021-09-22T04:44:12Z-
dc.date.issued2021-
dc.identifier.citationChye, S. Y. (2021). Towards a framework for integrating digital portfolios into teacher education. TechTrends, 65(5), 818-830. https://doi.org/10.1007/s11528-021-00646-0en
dc.identifier.issn8756-3894 (print)-
dc.identifier.issn1559-7075 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/23371-
dc.description.abstractA problem with applications of innovations and technological tools such as the digital portfolio is that, while detailed conceptions and examples of digital portfolios exist, there is a chasm of practical advice that is sufficiently generic for guiding considerations on how to integrate digital portfolios into different learning environments. In this paper, it is argued that a powerful framework for guiding thinking about the integration of digital portfolios into teacher education is provided by cultural-historical activity theory or CHAT. CHAT is useful because it has been shown to provide a clear operational framework for the design of learning environments that support the integration of various technological tools.en
dc.language.isoenen
dc.relation.ispartofTechTrendsen
dc.subjectIntegrating digital portfoliosen
dc.subjectTeacher educationen
dc.subjectCultural-historical activity theoryen
dc.titleTowards a framework for integrating digital portfolios into teacher educationen
dc.typeArticleen
dc.description.versionAccepted versionen
dc.identifier.doi10.1007/s11528-021-00646-0-
local.message.claim2021-12-27T12:07:47.592+0800|||rp00071|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextOpen-
item.cerifentitytypePublications-
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