Abstract: The purpose of this descriptive study is to provide insights into teacher education students' perceptions of electronic portfolios. Twenty-three non-technology undergraduates and 14 graduate students in educational technology created complex electronic portfolios during the two years or more of their respective programs. Upon completion, participants responded to a 39-item survey of items based on earlier qualitative research with the same undergraduates. On the survey, graduate students reported being more satisfied than undergraduates with their completed portfolios, and they were more satisfied with peer and faculty feedback. While graduates reported experiencing fewer difficulties related to equipment, they were appreciably less likely to agree they had adequate technology support or that the project was collaborative. Graduates also reported needing more direct guidance on the portfolio assignment, leading the researchers to conclude that graduate educational technology students need a great deal of structure and support in spite of their technological expertise.
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