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Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches
PROCEEDINGS

, University of San Francisco, United States ; , Sonoma State University, United States ; , Nevada State College, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

As teacher education colleges increasingly venture into online education, the need for faculty training and innovations to support dialogic and reflective learning becomes more pressing. This interactive roundtable session seeks to evoke dialogue about the necessary faculty competencies and specific instructional strategies and tools that can be used to support the dialogic and reflective learning processes of preservice and inservice teachers in online teacher education programs. The authors outline how they have integrated technology in their content areas using the constructivist and critical approaches that are integral to their discipline. Roundtable participants will take the initial steps towards using the Technology, Pedagogy and Content Knowledge (TPACK) framework to create a working action plan to effectively integrate technology in their educational settings to support knowledge building and critical reflection.

Citation

Lee, T., Forasiepi, C. & Graziano, K. (2015). Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 388-392). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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