Faculty perceptions of electronic portfolios in a teacher education program. Contemporary Issues in Technology and Teacher Education, 6. 418-435 Authors: Dr Jennifer Rowley is a Lecturer in Education at Sydney Conservatorium of Music, University of Sydney

The purpose of this qualitative study was to explore the experiences of selected teacher education faculty members engaged in electronic portfolio development. The research questions driving this study were (a) What are the faculty members experiencing as they adopt eFolios? (b) How do these professors understand and make sense of the role eFolios play in teacher education? A phenomenological case study research design framed and guided the study. Six overlapping themes emerged from this study. Interpretation of the teacher’s voices revealed assertions that attempt to make sense of their collective experience. Implications of these five assertions are discussed. We seem to be beginning a new wave of technology development in higher education. Freeing student work from paper and making it organized, searchable, and transportable opens enormous possibilities for re-thinking whole curricula: the evaluation of faculty, assessment of programs, certification of student work, how accreditation works. In short, ePortfolios might be the biggest thing in technology innovation on campus. Electronic portfolios have a greater potential to alter higher education at its very core than any other technology application we've known thus far (Batson, 2002). The purpose of this qualitative study is to explore the experiences of select teacher education faculty members engaged in electronic portfolio (eFolio) development at Central University of Pennsylvania. This research provides a basis for analyzing how professors understand the role of electronic portfolios in teacher education