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References
Baun, C. (2011). Cloud computing. [electronic resource] : Web-based dynamic IT
services Heidelberg, Germany] ; New York : Springer, c2011.
Boulton, H. (2014). ePortfolios beyond pre-service teacher education: A new dawn? Routledge.
doi:10.1080/02619768.2013.870994
The aim of this paper is to demonstrate the efficacy of using ePortfolios to enhance career
skills for newly qualified teachers (NQTs). The context is the final phase of a longitudinal
action research project investigating whether an ePortfolio, created as a pre-service teacher
to evidence a digital story of developing professional identity, could transition into
employability, i.e. the first year as an NQT. Thus, this paper focuses on a new area of
ePortfolio-related research in teacher education; the transition from university into
employment. The research findings indicate a changing purpose of the ePortfolio from
training to the workplace, an increasing strength of ownership as part of the transition, and
empowerment in becoming a teacher. Secondary findings demonstrate an increasing
acceptance amongst head teachers regarding the usefulness of the ePortfolio in pre-service
teacher education and in the continuing professional development of qualified teachers. Key
outcomes are discussed and arguments are presented for an ePortfolio to support
professional development from university to employment.
Carstensen, J., Golden, B., & Morgenthal, J. P. (2012). Cloud computing. [electronic resource]:
Assessing the risks Cambs : IT Governance April 2012; New Edition.
Do you trust the Cloud? Should you trust the Cloud? 'Cloud Computing' are the words on
everyone's lips - it's the latest technology, the way forward. But how safe is the Cloud? Is it

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reliable? How secure will your information be? Cloud Computing: Assessing the risks looks
at these challenges from a real-world perspective, with industry experts sharing experiences
and answers to these 'unknowns'. This book provides an up-to-date, clear, concise and
comprehensive guide to Cloud Computing, giving invaluable insights to the various risks
and challenges associated with the Cloud. Written by three internationally renowned experts,
this book will ensure that your expectations of Cloud are both realistic and practical, while
showing you how to manage the risks and challenges effectively. You will learn how to seize
the many business opportunities and potential benefits Cloud Computing offers, minimising
disruption and unforeseen challenges by successfully managing the associated risks and
threats. You will also discover how Cloud can benefit your security, governance, risk, and
compliance practices, as well as its potential benefits for business continuity and disaster
recovery. The legal implications of international data protection and privacy laws are a vital
aspect of Cloud Computing. This book will teach you how to protect your most critical
business assets and secure a long and successful path to Cloud Computing. Jared Carstensen
is an internationally renowned information technology and information security specialist.
Jared has led numerous flagship projects around the world, and has been a featured guest
speaker on information security and best practice on events from the USA to South Africa.
Bernard Golden is the CEO of a Cloud Computing consultancy. He is the Cloud Computing
Advisor for CIO Magazine, an award-winning blogger, and a well-known writer and speaker
on Cloud Computing. JP Morgenthal is one of the world's foremost experts in IT strategy
and Cloud Computing. He is a respected author and is the Lead Cloud Computing Editor for
InfoQ.

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Cloud computing : What are the security implications? : Hearing before the subcommittee on
cybersecurity, infrastructure protection, and security technologies of the committee on
homeland security, house of representatives, one hundred twelfth congress, first session,
october 6, 2011 (2012). Washington : U.S. Government Printing Office, 2012.
Cloud computing. [electronic resource] : Additional opportunities and savings need to be
pursued (2014). Bethesda, Md. : ProQuest, 2014.
Cloud computing. [electronic resource] : The concept, impacts and the role of government
policy (2014). S.l.] : s.n.], 2014.
ePortfolios as a tool for integrative learning: Building classroom practices that work (2016).
ePortfolios as a Tool for Integrative Learning: Building Classroom Practices that Work
ABSTRACT DOI: 10.4018/978-1-4666-9634-1.ch021 INTRODUCTION Today,
ePortfolios are becoming more common in education mainly for the opportunities they
provide ...]
Fasina, O., Srivastava, P., Dougherty, M., Adhikari, S., McDonald, T., Taylor, S., & Marshall, M.
(2015). Incorporating ePortfolios into student learning. Resource: Engineering &
Technology for a Sustainable World, (6), 10.
The process of job hunting for a student typically starts with preparation of a resume that
contains the student's degree and major, courses taken, and work-related experience. The
resume encapsulates ...]
Hoekstra, A., & Crocker, J. R. (2015). Design, implementation, and evaluation of an ePortfolio
approach to support faculty development in vocational education. Studies in Educational

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Evaluation, 46, 61-73. doi:10.1016/j.stueduc.2015.03.007

ePortfolio approach was designed to fit context of vocational education institute.Benefits
reported in two pilot studies include enhanced feedback and reflection.Faculty concerns
include time needed to learn software, reluctance to work online.Building ePortfolio
increased awareness of areas of improvement.ePortfolio use enhanced planning of
professional development.; This article provides an account of the design, implementation,
and evaluation of an ePortfolio approach to faculty development and performance
evaluation at a Canadian post-secondary vocational education institute. The approach was
piloted in two phases in 13 departments. Survey and interview data were collected and
analyzed to determine adoption, reception by faculty, and impact of the approach on faculty
development. While adoption of the approach in the pilots was limited, participants who
adopted the approach reported collecting more and different feedback, developing increased
awareness of areas for improvement, and planning their professional learning more
explicitly. Further studies are needed to determine what design elements of the portfolio
optimally support professional development and performance evaluation.
Jones, S., Downs, E., & Jenkins, S. (2015). Transparency in the ePortfolio creation
process. TechTrends: Linking Research & Practice to Improve Learning, 59(3), 64-70.
doi:10.1007/s11528-015-0854-x
This paper presents the findings of a study examining the effect of transparency on the
ePortfolio creation process. The purpose of the study was to examine whether increased
awareness of other students' ePortfolios through the implementation of transparency and
peer review would positively affect the quality of performance of school library media
candidates' ePortfolios

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Magouls, F., Pan, J., & Teng, F. (2012). Cloud computing. [electronic resource] : Data-intensive
computing and schedulingBoca Raton : CRC Press, 2012.
Summary: "This practical book delves into new cloud computing technologies and indicates
the main challenges for their development in the future, especially for resource management
problems. By systematizing cloud resource management problems, it helps knowledgeable
readers who are not subject matter experts in a topic but want to have an in-depth analysis. It
provides a parallel programming model, MapReduce, to parallelize multidimensional
analytical query processing. The text includes how to master the fundamental concepts and
programming models and apply them successfully to reach objectives. The authors discuss
how to maximize the value of existing scheduling algorithms from a theoretical point of
view"-- Provided by publisher.
Mahmood, Z. (2013). Cloud computing. [electronic resource]: Methods and practical
approaches New York : Springer June 2013.
Marinescu, D. C. (2013). Cloud computing. [electronic resource] : Theory and practice Boston :
Elsevier/Morgan Kaufmann, Morgan Kaufmann is an imprint of Elsevier, 2013].
Summary: "The first chapter gives an overview of cloud computing at a level accessible to a
lay person. To motivate the reasons for a paradigm shift in the way we compute and store
information, we introduce the concept of network-centric computing and network-centric
content. A brief discussion of peer-to-peer systems, a first step in the shift from local to
remote data storage and processing follows. The chapter continues with a discussion of
technological advances that have made cloud computing possible and of the economical
reasons why this new paradigm is attractive for many users and applications. Then we take a

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closer look at the cloud computing delivery models, Software as a Service (SaaS), Platform
as a Service (PaaS), and Infrastructure as a Service (IaaS). SaaS gives the users capability to
use applications supplied by the service provider but allows no control of the platform or the
infrastructure. PaaS gives the capability to deploy consumer-created or acquired applications
using programming languages and tools supported by the provider. IaaS allows the user to
deploy and run arbitrary software, which can include operating systems and applications.
The new paradigm raises ethical questions and has significant vulnerabilities each dissected
in separate sections. Finally, the chapter presents the major challenges faced by this new
paradigm. The chapter concludes with a overview of the literature and with a historic
perspective"-- Provided by publisher.
Miller, M. (2008). Cloud computing. [electronic resource] : Web-based applications that change
the way you work and collaborate online Indianapolis, Ind. : Que, 2008, c2009.
Ng'ambi, D., Jameson, J., Bozalek, V., Carr, T., Winberg, C., & Pallitt, N. (2016). 'I am trying to
practice good teaching': Reconceptualizing eportfolios for professional development in
vocational higher education. British Journal of Educational Technology, (3), 543.
doi:10.1111/bjet.12440
Teaching portfolios have become increasingly important to university teachers. Portfolio
requirements for the appointment or promotion of academic staff recognize that the
assessment of teaching practice requires more depth and detail than a candidate's academic
CV generally affords. The focus of this study is the electronic teaching portfolios, developed
for purposes of promotion, in a vocational higher education context. Data were obtained
from candidates' eportfolios, from precourse and end-of-course surveys, as well as from

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eportfolio assessors' formative and summative feedback. The analysis of the data reveals
tensions arising from portfolio building in the particular context of vocational higher
education. The nature of the vocational field impacts not only on teaching and learning
practice, but on how academic staff choose to present their practice in an eportfolio. The
paper argues that the constraints and enablements of context, including the disciplinary
context, as well as the possibilities and limitations of agency, will strongly influence the
purposes of eportfolio development and the extent to which university teachers can exercise
agency in the creation of an eportfolio in a 'high stakes' context. The findings can help
university appointments and promotions committees, as well as educational developers, to
better understand these enablements and constraints in order to inform policy and
implementation.
OBrien, P., Osbaldiston, N., & Kendall, G. (2014). ePortfolios and eGovernment: From
technology to the entrepreneurial self.Educational Philosophy & Theory, 46(3), 284-295.
doi:10.1111/j.1469-5812.2011.00826.x
We analyse the electronic portfolio (ePortfolio) in higher education policy and practice.
While evangelical accounts of the ePortfolio celebrate its power as a new eLearning
technology, we argue that it allows the mutually-reinforcing couple of neoliberalism and the
enterprising self to function in ways in which individual difference can be presented,
cultured and grown, all the time within a standardised framework which relentlessly polices
the limits of the acceptable and unacceptable. We point to the ePortfolio as a practice of
(self-) government, arguing that grander policy coalesces out of a halting, experimental set
of technological instruments for thinking about how life should be lived.

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Riden, H., & Buckley, C. (2016). First-year students favour ePortfolios: First-year nursing
students at the eastern institute of technology have trialled a web-based portfolio as a
vehicle to demonstrate their competence and reflect on their practice New Zealand Nurses'
Organisation.
This article discusses the importance of portfolios in nurses' professional practice and the
introduction of ePortfolios into the undergraduate nursing programme at the Eastern
Institute of Technology (EIT). First-year students ...]
Rittinghouse, J. W., & Ransome, J. F. (2010). Cloud computing : Implementation, management,
and security Boca Raton : CRC Press, c2010.
Turner, M. L. (2016). Digital showcase: How higher ed uses ePortfolios to promote the work of
students and institutionsProfessional Media Group LLC.
Just as websites morphed from digital brochures into versatile multimedia portals, electronic
portfolios have evolved from information repositories to robust tools for showcasing student
learning. Now generally referred to as ...]
Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for
reflection, development, and assessment. The Internet and Higher Education, 21, 53-58.
doi:10.1016/j.iheduc.2014.01.002
While there is discussion of eportfolios in many fields in higher education, there is little
literature on eportfolios in the helping professions fields of school counselor and school
psychology education. This study sought to explore graduate students' perceptions of the
value of creating eportfolios and ways of improving the eportfolio process. Overall, the
students found the construction of their eportfolios to be useful in reflecting on their

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competencies and in gaining confidence in using technology. The students also valued the
hands-on training sessions, peer review opportunities and model portfolios, and
technological skills built by creating the eportfolios, which they stated may be useful in job
searches. Suggestions for improving the eportfolio process for future students include
having all students only create eportfolios, being more explicit about reflection, and meeting
with students earlier to expose them to the eportfolio platform in order to lessen technology
anxiety and increase time for reflection.; Eportfolios can be a valuable developmental and
assessment experience.Students value the ability to show their technological skills and
competencies.Students value eportfolios for reflection and sharing of their work.Technical
support is a key component of successful eportfolio creation.Eportfolio process may be
improved by explicit emphasis on reflection.