You are here:

Using threaded discussion to develop reflective practice in preservice teachers
PROCEEDINGS

, 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), Chesapeake, VA

Abstract

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.

Citation

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). Retrieved May 19, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.