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It reports staff perspectives, the range of ePortfolio component uses, and the issues encountered when introducing ePortfolios into teaching and assessment. It explains how existing assessment tasks are adapted into ePortfolio activities, and how inclusion reshapes learning and teaching practices. Challenges of assessing in this environment are discussed, alongside a map supporting sequential development of students’ ePortfolio skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-mapping-and-eportfolios-embedding-a-new-technology-in-music-teacher-preparation/593497/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-mapping-and-eportfolios-embedding-a-new-technology-in-music-teacher-preparation/593497.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were ePortfolios introduced into the music teacher preparation degree program?","Question",{"text":112,"@type":113},"ePortfolios were introduced to students as an initial task, then expanded through discussions about ideal inclusions and increasing complexity of ePortfolio requirements across early and later years of the degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the curriculum mapping process in the paper aim to achieve?",{"text":117,"@type":113},"The mapping process links students’ ePortfolio work to the content of the four-year curriculum, targeting sequential development of ePortfolio skills through subjects and explaining how this work transitions into degree content.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper handle assessment when using ePortfolios?",{"text":121,"@type":113},"It addresses methods for adapting existing assessment assignments into ePortfolio tasks, and explores challenges of assessing within an ePortfolio environment, focusing on meaningful engagement rather than adding workload.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593497,1792191809,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Curriculum mapping and ePortfolios: embedding a new technology in music teacher preparation  \nJennifer Rowley and Peter Dunbar-Hall  \nSydney Conservatorium of Music, University of Sydney1  \nAbstract  \nThis paper discusses how ePortfolios, initially introduced to students in a Music Education degree program on a trial basis, are subsequently being integrated into subjects of this degree program. Discussion includes staff perspectives, and covers the varying ways ePortfolio components are utilised in a range of subject areas, issues staff encounter in introducing ePortfolios into their subjects, methods to adapt existing assessment assignments into ePortfolio tasks, and ways in which the inclusion of ePortfolio work leads to changes in learning and teaching practices. Challenges of assessing in an ePortfolio environment are explored, and a map of ePortfolios in the final years of the degree program is discussed. The mapping process, whereby ePortfolio work is perceived as transitioning into the content of this degree program, is explained and demonstrated. The paper covers the design of the map that targets the sequential development of students’ ePortfolio skills through subjects in the degree program.  \nMapping assessment tasks for any degree program is ongoing, and researchers in this case rely on student products and formal and informal feedback to continue designing assessment tasks in a meaningful way to engage eLearners in developing ePortfolios for use inside and outside this degree program. The process is not about creating more work for students and staff, or re-inventing existing curricula by removing and adding tasks. It is about evaluating existing assessment tasks in this degree program and modifying them to act viably in an information technology environment to reflect and advance student learning.  \nKey words: ePortfolios; music education; curriculum mapping: assessment  \nAustralian Journal of Music Education 2012:1, 22-31  \nIntroduction  \nIn this article we discuss the mapping of student ePortfolios across the content of a four year undergraduate degree program in music teacher preparation at an Australian university. This is the final stage of a project over the years 2009-2011, in which ePortfolios were gradually integrated into student workloads, and acts asa form of summation of the expectations of the role undertaken by an ePortfolio; it also acts as an interpretation of the significance of this form of IT-assisted learning, and indicates ways in which ePortfolios are changing and enriching students’learning, and informing staff delivery of courses2. The process to this stage has consisted of:  \n1. Introduction to students of the idea of ePortfolio as a task,  \n2. Discussions with students about what they saw as ideal ePortfolio inclusions,  \n3. Requirements that students in the early years of this degree program complete basic tasks to produce ePortfolio components in a limited number of subject areas (e.g., writing a statement of personal philosophy of music education),  \n1. The contribution of Madeleine Bell and John Taylor is gratefully acknowledged.  \n2. This project was funded through a University of Sydney Teaching Improvement and Equipment Scheme grant.  \n22 2012, No. 1  \n4. Design and implementation of more complex ePortfolio tasks (e.g., filming and editing suitable video material to demonstrate specified abilities and skills of music teachers),  \n5. Provision to students by a technology expert of one-to-one training in the technological aspects of ePortfolio design and compilation,  \n6. Expectation that final year students are producing a complete ePortfolio suitable for job application,  \n7. Consideration of how best to integrate ePortfolio tasks throughout relevant parts of the degree program,  \nand has been reported in various fora (Rowley & Dunbar-Hall, 2009; Dunbar-Hall et al., 2010; Rowley & Dunbar-Hall, 2010; Rowley, 2011) .  \nThis listing of the stages of our project indicates its sequent","cbCaijARipp9fsdD","https://ap.wps.com/l/cbCaijARipp9fsdD","pdf",563974,"English","# Introduction\n## Project stages and integration process\n## Conceptual areas guiding the project\n# Mapping assessment tasks and ePortfolio integration\n## Adapting assessment for ePortfolio environments\n## Sequential skills development map","[{\"question\":\"How were ePortfolios introduced into the music teacher preparation degree program?\",\"answer\":\"ePortfolios were introduced to students as an initial task, then expanded through discussions about ideal inclusions and increasing complexity of ePortfolio requirements across early and later years of the degree.\"},{\"question\":\"What does the curriculum mapping process in the paper aim to achieve?\",\"answer\":\"The mapping process links students’ ePortfolio work to the content of the four-year curriculum, targeting sequential development of ePortfolio skills through subjects and explaining how this work transitions into degree content.\"},{\"question\":\"How does the paper handle assessment when using ePortfolios?\",\"answer\":\"It addresses methods for adapting existing assessment assignments into ePortfolio tasks, and explores challenges of assessing within an ePortfolio environment, focusing on meaningful engagement rather than adding workload.\"}]","Curriculum mapping and ePortfolios: embedding a new technology in music teacher preparation | PDF",1792077360,25]