Abstract
The authors explore ethical considerations, as well as logistical concerns of online portfolio creation by teacher candidates by examining how the Reading Faculty in one university instituted a cross-course online portfolio that followed students as they progressed through their Master's degree in Teaching (MAT) program. This grassroots online portfolio initiative, while collegial, became a microcosm of technology use in education today where faculty attempted to provide students with a job-seeking tool while also encouraging reflection on their growth in the teaching profession. This tenuous line in an environment of hyper-standardization and accountability left unanswered questions. Faculty worked to transparently examine costs and benefits to stake-holders. This chapter describes how the online portfolio project developed, and offers vignettes that illustrate some of these issues faced by the teacher educators who implemented the project across their courses.
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