Hybrid Learning in Teacher Education: Using Ethnography as a Way of Understanding Student Experience
Josh Brown, Illinois State University, United States
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), Waynesville, NC USA
Research focused on technology use in schools often assumes technology is a “neutral tool” that is measured by student performance. This “neutral tool” assumption has contributed to a lack of in-depth qualitative research focused on the student experience in the classroom. Curriculum studies scholars have discussed the philosophical ways in which technology has become a part of the lives of students and teachers, but these discussions have often missed a link to the actual classroom experiences of students and teachers. In this study, the student and instructor experiences in a hybrid learning classroom are explored using ethnography as a way to illustrate how students negotiate their own language, culture, and the instructor’s authority in a pre-service teacher education course focused on multiculturalism. Research was conducted using classroom observations for one semester, online discussion transcripts, and interviews with students and the instructor
Brown, J. (2009). Hybrid Learning in Teacher Education: Using Ethnography as a Way of Understanding Student Experience. 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. 825-830). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).