Abstract
While much of the research literature focuses on the traditional paper and pencil format of teaching portfolios, the increased integration of electronic technology into teacher preparation curricula has propelled the use of electronic portfolios for a range of evaluative purposes. Electronic portfolios, or e-portfolios as they are commonly labeled, are similar in many respects to paper and pencil format portfolios in terms of content and alignment with a pre-designated purpose, and the artifacts included in the portfolio usually represent a variety of experiences over time. However, characteristics specific to e-portfolios are many and important to address when considering their effective implementation. This article discusses the benefits and challenges specific to implementing electronic portfolios within a teacher education program. Suggestions for navigating key aspects of planning, implementation, and assessment are also included.
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