Using threaded discussion to develop reflective practice in preservice teachers
Tabitha Garvin, University of Colorado-Boulder, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Preservice teachers in an introductory education course at CU-Boulder utilized two forms of computer-mediated communication to develop the skills necessary to become reflective practitioners. The research presented here compares the types and levels of reflection the students submitted via email and via a threaded discussion board hosted on WebCT. The reflections were analyzed using Hatton and Smith's (1995) framework for written reflections. Findings indicate that both forms of computer-mediated communication were useful in fostering different types and levels of reflection with the discussion board yielding more advanced reflective practices.
Garvin, T. (2003). Using threaded discussion to develop reflective practice in preservice teachers. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 1802-1805). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).
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Global learning technology: Developing preservice elementary teachers' reflective practice through cross-cultural exchanges
Kay Gibson, Wichita State University, United States; James Watters, Queensland University of Technology, Australia; Mara Alagic, Wichita State University, United States; Geoff Rogers, Queensland University of Technology, Australia; Constance Haack, Wichita State University, United States
EdMedia + Innovate Learning 2003 (2003) pp. 2364–2367
Effie Lai-Chong Law, ETH Zürich, Switzerland
EdMedia + Innovate Learning 2004 (2004) pp. 3369–3376
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