Educational Technology Research and Development Volume 58, Number 4, ISSN 1042-1629
This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.
Lai, G. & Calandra, B. (2010). Examining the Effects of Computer-Based Scaffolds on Novice Teachers' Reflective Journal Writing. Educational Technology Research and Development, 58(4), 421-437.
Tina Chaseley, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1357–1363
Donna Pasternak, University of Wisconsin-Milwaukee, United States; Heidi Hallman, University of Kansas, United States; Samantha Caughlan, Independent Scholar, United States; Laura Renzi, West Chester University of Pennsylvania, United States; Leslie Rush, University of Wyoming, United States; Hannah Meineke, University of Wisconsin-Milwaukee, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 373–387
Daihong Chen, Andrew Lumpe & Daniel Bishop, Seattle Pacific University, United States
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1872–1881
Judith J. Smith & H Carol Greene, East Carolina University, United States
Journal of Information Technology Education: Research Vol. 12, No. 1 (2013) pp. 121–140
Pamela Solvie, Northwestern College, United States; Engin Sungur, University of Minnesota, Morris, United States
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 1 (March 2012) pp. 6–40
Judy Smith, Joy Stapleton & Kristen Cuthrell, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4767–4772
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