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Pre-service Teachers’ Perceptions of Web-based Interactive Media: Three Different Tools One Learning Goal
PROCEEDINGS

, Network for Computational Nanotechnology and School of Engineering Education Purdue University, United States ; , School of Engineering Education Purdue University, United States ; , College of Education Purdue University, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Web-based interactive media offers, new possibilities to teach and learn. These new possibilities place a greater emphasis on technology integration for in-service and pre-service teachers. In addition, researchers identify the need to investigate teachers’ perception about incorporating rich media into their classrooms, because they are ultimately the catalyst for technology integration. Therefore, the purpose of this study is to investigate how web-based interactive media is perceived and experienced by pre-service teachers. The participants included 224 pre-service teachers from an introductory educational computing course. Participants were assigned to one of three online tools designed to convey concepts of size and scale. The paper describes what participants define from each tool as instructional activities, instructional methods, and instructional media and what they considered the advantages and obstacles for incorporating those into their classrooms.

Citation

Magana de Leon, A., Brophy, S. & Newby, T. (2009). Pre-service Teachers’ Perceptions of Web-based Interactive Media: Three Different Tools One Learning Goal. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1502-1509). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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