Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes the University of Virginia, Curry School of Education's approach for using WebQuests as an introduction to methods courses. EDLF 345, Introduction to Educational Technology, provides preservice teachers with fundamental technology knowledge specific to relative content areas. After eight weeks of building upon skills, students then use their technology knowledge to create content-specific WebQuests. The WebQuests offer opportunities for preservice teachers to explore content resources and organize information within a technological context. Provided is a discussion of some of the potential connections that are made during WebQuest planning and the implications of these connections on future methods courses.
Fernald, S. & Molebash, P. (2000). Using WebQuests as an Introduction to Methods. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 2251-2254). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/15970/.
- Goldman, S., Cole, K., & Syer, C. (1999). FIThe Technology/Content Dilemma.ﬂ The Secretary™s Conference on Educational Technology. Institute for Research on Learning: Menlo, CA.< http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper4.html >
- Clarke, J. (1990). Inductive frames in teaching. In Patterns of thinking: Integrating learning skills in content teaching (pp. 51-61). Boston: Allyn and Bacon.
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The WebQuest Creation Process: A Case Study of Preservice Teachers Working Individualistically or Collaboratively
Leanne Roberts, Mercyhurst College, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1760–1767
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