• Ausra Rutkiene Vytautas Magnus University (LT)
  • Lina Kaminskiene Vytautas Magnus University (LT)
  • Stefanija Alisauskiene Vytautas Magnus University (LT)
  • Lina Milteniene Vytautas Magnus University (LT)
  • Ausra Kazlauskiene Siauliai University (LT)
  • Asta Siriakoviene Siauliai University (LT)
  • Hafdis Guðjónsdóttir University of Iceland (IS)
  • Jónína Vala Kristinsdóttir University of Iceland (IS)
  • Anna Katarzyna Wozniczka University of Iceland (IS)



digital storytelling, e-portfolio, personalized learning, teacher education, three step interview


Changes in the education from a teacher-centered to a student-centered approach requires changes in schools and in teacher education. One of possible ways is personalized learning (PL). It is a new concept in many countries around the world. PL is closely related to individualized, differentiated learning, inclusive education principles (Abbot, 2014; EDUCAUSE, 2013). PL builds on an understanding of learner: individual development, seeking of personal goals, taking into consideration individual differences and inclusion. PL “challenges teachers to search for pedagogy and practices that will help them addressing diversity in their classroom” (Guðjónsdóttir, 2000, p.9). Different methods and tools (e-tools as well) might be used for PL such as digital storytelling, three step interview, e-portfolio. Paper presents theoretical analysis of links between aspects of effective learning (good knowledge of each student; shared teacher and student responsibility within the learning process; personal learner involvement, linking to individual motivation, experience, and aspirations; collaboration, participation and involvement in the learning process; effective use of information technology and other learning resources (Williams, 2013)) and methods/tools for PL.


Supporting Agencies
The research has been funded by Erasmus project “Innovative Teacher Education through Personalized Learning“ (2018-1-LT01-KA203-046979). This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.


Download data is not yet available.


Alajmi, M. M. (2019). The impact of e-portfolio use on the development of professional standards and life skills of students: a case study. Entrepreneurship and sustainability issues, 6(4) (June), 1714-1735. DOI:

Alisauskiene, S., Guðjónsdóttir, H., Kristinsdóttir, J. V., Connolly, T., O'Mahony, C., Lee, L., Milteniene, L., Meliene, R., Kaminskiene, L., Rutkiene, A., Venslovaite, V., Kontrimiene, S., Kazlauskiene, A., & Wozniczka, A. K. (2020). Personalizedlearning within teacher education: A framework and guidelines. UNESCO.

Attwell, G. (2009). e-Portfolios – the DNA of the Personal Learning Environment. Journal of E-Learning and Knowledge Society, 3(2), Italian e-Learning Association. Retrieved from

Barrett, H. (2006).Researching and evaluating digital storytelling as a deep learning tool. In Society for Information Technology&Teacher Education International Conference, Vol. 2006, No. 1, 647-654, Chesapeake, Virginia, AACE.

Barrett, H. & Carney, J. (2005). Conflicting Paradigms and Competing Purposes in Electronic Portfolio Development.

Barrett, H. C., & Garrett, N. (2009). Online personal learning environments: structuring electronic portfolios for lifelong and life-wide learning. On the Horizon, 17(2), 142-152.

Beckers, J., Dolmans, D., & van Merriënboer, J. (2016). E-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2). DOI:

Bodone, F., Dalmau, M. C., Doucouré, K., Guðjónsdóttir, H., Guðjónsdóttir, V., Ishak, N., et al. (1997, March 24-28). Inside looking in:Participatory life history research in education. [Paper presentation]. Talking Together in Educational Research and Practice American.Educational Research Association, Chicago.

Bolliger, D. U., & Shepherd, C. E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295-314. DOI:

Ciesielkiewicz, M. (2019). The use of e-portfolios in higher education: From the students' perspective, Issues in Educational Research, 29(3), 649-667.

Colás-Bravo, P., Magnoler, P., & Conde-Jiménez, J. (2018). Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability, 10(10), 1-18. DOI: 10.3390/su10103700

Dalmau, M. C., & Guðjónsdóttir, H. (2017). From the beginning to the future: Professional working theory emerging. In M. C. Dalmau, H. Guðjónsdóttir & D. Tidwell (Eds.), Taking a fresh look at education:Framing professional learning in education through self‐study (pp. 129–148). Sense Publishers.

Gámiz-Sánchez, V. M., Gallego-Arrufat, M. J., & Crisol-Moya, E. (2016). Impact of electronic portfolios on prospective teachers’ participation, motivation, and autonomous learning. Journal of Information Technology Education: Research, 15, 517–533. DOI:

Gils, F.V. (2005). Potential Applications of Digital Storytelling in Education. Netherlands: University of Twente. Retrieved from:

Gísladóttir, K. R. & Óskarsdóttir, G. (2020). Envisioning new ways of knowing: Toward a shared vision of multicultural teacher education through collective self-study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles & tapestries: Self-study for envisioning new ways of knowing. EdTech Books.

Goldsmith, D. J. (2007). Enhancing learning and assessment through e-portfolios: A collaborative effort in Connecticut. New Directions for Student Services, 119, 31-42. DOI: 10.1002/ss.247

Green, M. C. (2004). Storytelling in teaching. Observer, 17(4), 37-38, 52-54. Retrieved from

Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of publicnarratives. Journal of Personality and Social Psychology, 79, 401-421.

Guðjónsdóttir, H. (2000). Responsive professional practice: Teachers analyse the theoretical and ethical dimensions of their work in diverse classrooms. Unpublished dissertation. Eugene: University of Oregon.

Händel, M., Wimmer, B., & Ziegler, A. (2018). E-portfolio use and its effects on exam performance – a field study. Studies in Higher Education, 45(2), 258-270. DOI:

Jaros, M., & Deakin‐Crick, R. (2007). Personalized learning for the post‐mechanical age. Curriculum Studies, 39(4), 423-440. DOI:

Karmeshu, Raman, R. & Nedungadi, P. (2012).Modelling diffusion of a personalized learning framework. Educational Technology Research and Development, 60, 585–600. DOI:

Kim, S.Y. (1999). The effects of storytelling and pretend play on cognitive processes, short-term and long-term narrative recall. Child Study Journal, 29(3), 175-191. Kreps, G. L. (1998). The powers of story to personalize, enrich, and humanize communication education. Paper presented at the Annual Meeting of the National Communication Association, New York, NY.

Laksitowening, K. A., & Hasibuan, Z. A. (2015). Personalized E-Learning Architecture in Standard-Based Education. 2015 International Conference on Science in Information Technology (ICSITech), 110-114. DOI:

Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11(3), 194-200. DOI:10.1016/j.iheduc.2008.07.002

Mahasneh, O. M. K. (2020). A Proposed Model for the University Students' E-Portfolio. Journal of Education and e-Learning Research, 7(1), 28-33. DOI:10.20448/journal.509.2020.71.28.33

McDrury, J., and Alterio, M. (2000). Achieving reflective learning using storytelling pathways. Innovations in Education and Teaching International, 38(1), 63-73.

Mellon, C.A. (1999). Digital Storytelling: Effective learning through the Internet. Education Technology, 39(2), 46-50.

Miller, W. R., Rose, G. S. (2009). Toward a theory of motivational interviewing. American Psychologist, 64(6), 527-537.

Nedungadi, P., & Raman, R. (2012). A new approach to personalization: integrating e-learning and m-learning. Educational Technology Research and Development, 60, 659–678. DOI:

Polichak, J.W., & Gerrig, R.J. (2002). Get up and win: Participatory responses to narrative. InGreen, M. C., Strange, J. J. & Brock, T. C. (Eds.), Narrative impact: Social and cognitive foundations, (pp. 71-96). Mahwah, NJ: Erlbaum.

Reese, M., & Levy, R. (2009). Assessing the future: E-portfolio trends, uses, and options in higher education. ECAR Research Bulletin, 2009(4), 1-12.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into practice, 47(3), 220-228.

Sewell, M., Marczak, M., & Horn, M. (n.d.). The use of portfolio in assessment in evaluation. URL:

Sfenrianto, S., Hasibuan, Z. A., & Suhartanto, H. (2011). The Influence Factors of Inherent Structur in E- Learning Process. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 217-222. DOI:10.7763/IJEEEE.2011.V1.34

Vázquez-Cano, E., López Meneses, E., & Jaén Martínez, A. (2017). The Group e-portfolio to improve Teaching-Learning Process at University. Journal of e-Learning and Knowledge Society, 13(2), 65-76. DOI:

Walker, V.L. (2001). Traditional versus new media: storytelling as pedagogy for African-American children (Doctoral dissertation, The University of Texas at Austin, 2001). Dissertation Abstracts International, 62, 820.

Williams, S. (2013). Practical ways that schools can personalise learning for their students – Powerful learner pit stops. In Principal sabbatical report 2013. Retrieved from:

Yastibas, A., E. & Yastibas, G., C. (2015). The use of e-portfolio-based assessment to develop students’ selfregulated learning in English language teaching. Social and Behavioral Sciences, 176, 3-13. DOI:

Zmuda, A. Curtis, G. & Ullman, D. (2015). Learning Personalized: The evolution of the contemporary classroom. San Francisco, CA: Wiley/Jossey.




How to Cite

Rutkiene, A., Kaminskiene, L., Alisauskiene, S., Milteniene, L., Kazlauskiene, A., Siriakoviene, A., Guðjónsdóttir, H., Kristinsdóttir, J. V., & Wozniczka, A. K. (2021). TOOLS FOR PERSONALIZED LEARNING-BASED TEACHER EDUCATION. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 1, 537-548.