Information Technology Reference
In-Depth Information
become a technology tool that is valuable in a variety of critical individualized
education plan situations. The ability to publish information for presentation and
assessment that the Web portfolio provides is adding to the overall growth of
technology and professional techniques in the special education field.
Faculty and Student Concerns
In 2000, at The
Council for Programs in Technical and Scientific Commu-
nication
(CPTSC) annual conference, Geoffrey Sauer of the University of
Washington described his university's problems getting students engaged in
Web portfolio development. Sauer (2000) stated: “Interviews revealed that
many Web-savvy students felt alienated from campus Internet publishing
options — which serve students while they remain students, but eliminate
accounts (and remove alumni Web sites) soon after graduation. CMU students
in professional programs are exceptionally career-oriented, and interviews
revealed that they instead planned to postpone Web site production until they
had graduated, when they could create (more) permanent Web sites — which
often did not happen” (p.1).
This statement is indicative of one of the typical obstacles standing between
students and Web portfolios. Many on the university level do not understand
how the Web portfolio says a tool for communication when the student
graduates. The communication occurs between the student, his or her faculty
mentors, his or her colleagues, and most importantly communication with
potential employers. With this in mind, Sauer (2000) presented data from his
experiences at advising students in Carnegie Mellon's MAPW (Masters in
Professional Writing) and CPAD (Masters in Communication Planning and
Design) he found that there are several revisions that needed to be made to the
processes behind the creation of student Web portfolios.
Sauer (2000) suggests that specific communication elements be initiated in
Web portfolios. They include making Web portfolios act as “succinct over-
views” which are guided guide the user using narrative devices. The idea of
narrative devices becomes clearer when students understand that the Web
portfolio is a place to tell their story to the Web community. The narrative must
take on a professional tone that is persuasive and sells.
Sauer (2000) also warns of instances that cause problems such as students who
receive e-mail questions about programs. He recommends that some formal
education for students about how to field questions about the program might be
