Incorporating Online Journaling into Pre-Service Teachers’ Classes
PROCEEDINGS
Jonathan Breiner, Eric Muenchen, Cherish Alspaugh, University of Cincinnati, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Since 1983’s A Nation at Risk, there have been numerous calls to increase scientific literacy. Many science courses do not utilize writing or reflection in their curriculum possibly intensifying barriers to literacy. This is further exacerbated among pre-service teachers who are most likely to teach the way they were taught. Introducing journaling can be one way to improve learning and literacy within the science curricula. Using online technology allows pre-service teachers to see the integration of technology into “content” course pedagogy perhaps increasing the chance they will incorporate it into their teaching. This roundtable will examine initial efforts to introduce weekly reflections in a chemistry class for Middle School and Special Education pre-service teachers at a large Midwestern university. The instructor and a student from the class will share their perspectives, lessons learned, and ideas for changes to make the journaling more effective in terms of student learning.
Citation
Breiner, J., Muenchen, E. & Alspaugh, C. (2013). Incorporating Online Journaling into Pre-Service Teachers’ Classes. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4309-4314). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/48802/.
References
View References & Citations Map- Gardner, D.P. (1983). A nation at risk: The imperative for educational reform. Washington, DC: US Government Printing Office.
- Gunel, M., Hand, B., & McDermott, M. (2009). Writing for different audiences: Effects on high school students conceptual understanding of biology. Learning and Instruction, 19 (4), 354–367.
- McNeill, K.L. & Krajcik, J.S. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence, and reasoning framework for talk and writing. Upper Saddle River, NJ: Pearson.
- Yore, L., & Treagust, D. (2006). Current realities and future possibilities: Language and science literacy– empowering research and informing instruction. International Journal of Science Education, 28 (2), 291–314.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References