You are here:

Elements of Case Design for Hypermedia Environments in Teacher Education
PROCEEDINGS

, , , 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

Full Text

Abstract

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.

Citation

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). Retrieved December 6, 2023 from .

© 1999 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Barnett, C., & Friedman, S. (1997). Mathematics case discussions: Nothing is sacred. In E. Fennema & B. Scott Nelson (Eds.), Mathematics teachers in transition (pp. 381-399). Mahwah, NJ: Lawrence Erlbaum Associates.
  2. Cognition and Technology Group at Vanderbilt (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
  3. Horvath, J. (1998). Hypermeasure: A case-based hypermedia measurement teaching tool. Doctoral dissertation,University of Wisconsin, Madison.
  4. Koehler, M.J. & Lehrer, R. (1998). Designing a hypermedia tool for learning about children's mathematical cognition. Journal of Educational Computing Research, 18(2), pp. 123-145.
  5. Koehler, M.J., Petrosino, A.J, & Lehrer, R. (1998). Designing Cases for Hypermedia Environments in Teacher Education. In A. Bruckman, M. Guzdial, J. Kolodner, & A. Ram (Eds.), Proceedings from the International Conference of the Learning Sciences, 1998 (pp. 324-325). Charlottesville, VA: AACE.
  6. Merseth, K.K. (1996). Cases and case methods in teacher education. In J. Sikula (Ed.), Handbook of research on teacher education (pp 722-744). New York: Simon& Schuster Macmillan.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References