Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers
Daniel G. Krutka, Texas Woman’s University, United States ; Daniel J. Bergman, Wichita State University, United States ; Raymond Flores, Texas Tech University, United States ; Katherine Mason, Ashlie R. Jack, Wichita State University, United States
TATE Volume 40, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Reflection is a cornerstone of most teacher education programs, but common practices have long been individualistic and this has become increasingly evident in an era when young people are participating in online cultures more than ever. Informal participation in digital affinity spaces could provide insights for more formal learning environments. We encouraged collaborative reflection among 77 middle/secondary pre-service teachers using the closed social networking site Edmodo. While there were obstacles and ambiguities, findings indicated that our pre-service teachers found the site highly usable, appreciated the choice and influence afforded them through the medium, and grew as teacher-candidates from peer-to-peer interactions.
Krutka, D.G., Bergman, D.J., Flores, R., Mason, K. & Jack, A.R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 40(1), 83-93. Elsevier Ltd.
Cited ByView References & Citations Map
Just-in-Time Learning and Discussion for Preservice Teachers via a Mobile-Compatible Social Networking Tool
Peggy Semingson, University of Texas at Arlington, United States; Jodi Tommerdahl, The University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 373–377
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