Elements of Case Design for Hypermedia Environments in Teacher Education
Anthony J. Petrosino, Richard Lehrer, Matthew J. Koehler, Wisconsin Center for Education Research, United States
EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Our interest in the design of cases is motivated by the need to develop tools for elementary teachers that will help them understand how students think about forms of mathematics typically unfamiliar to teachers, like geometry, space or measure. In designing case-based hypermedia tools, our goals are to exemplify not only student thinking, but also, core mathematical ideas. We agree with others (Merseth, 1996; Barnett & Friedman, 1997) that case-based methods for teacher education afford opportunities to develop knowledge of exemplary practices and to learn how to analyze and reflect about classroom contexts. Building off of our earlier work that focused on the design of mostly example-based hypermedia systems that helped teachers to learn (Koehler & Lehrer, 1998), we have developed a small number of design principles for selection and development of cases for case-based hypermedia systems for teachers. These design principles play a prominent role in our current work in progress in which we look closely at case-based hypermedia's role in the development of teachers' epistemology of measurement instruction in the primary grades.
Petrosino, A.J., Lehrer, R. & Koehler, M.J. (1999). Elements of Case Design for Hypermedia Environments in Teacher Education. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1414-1415). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)