Abstract

The process of implementation of the electronic portfolio iSCORE in a piano studio setting is documented using Zimmerman’s (2000) model of self-regulated learning (SRL) as a basis for the understanding of emerging changes into the piano studio. Research questions explore the use of iSCORE by parents, students and teacher to foster SRL, and the observed changes and practices that arise during the period of implementation. One teacher-researcher and eight students participated in the study. Data were drawn from a teacher’s journal containing weekly lessons’ descriptive narrations, and from students’ portfolio entries. Results show that students were generally resistant to explore the tool without teacher’s assistance, especially during home practice. The showcasing works was more popular than the process aspect of the portfolio in users. Graphic data entry was preferred over text. Some positive changes in self-regulated behavior were observed in students, possibly more connected to a pedagogical emphasis on SRL than to actual portfolio work. Time expenditure and the lack of familiarity of students with the process embedded in iSCORE were some of the obstacles encountered through implementation. Implications for re-design, future research and better implementation are discussed.
Keywords: piano studio, self-regulation, electronic portfolio.