Using Interactive Textware to Scaffold Preservice Teachers’ Understanding of Action Research
Kevin Carr, Donna Phillips, George Fox University, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The authors investigated how an interactive textware, an electronically facilitated space for inquiry, scaffolds preservice teacher understanding of action research. The study took place at a small private university in an introductory action research course for graduate preservice teachers. In summer 2004, thirty-six pre-service teacher participants used author-developed interactive textware for approximately twelve hours in a computer lab setting. Student work, including text and drawings, was saved electronically for analysis. Results suggest that the textware-based inquiry activities were successful at scaffolding student understanding of, and positive attitudes toward, action research. The authors suggest that an electronically facilitated inquiry approach to instruction may be useful as a replacement for traditional textbooks for helping pre-service teachers adopt a strong teacher-researcher identity early in professional development.
Carr, K. & Phillips, D. (2005). Using Interactive Textware to Scaffold Preservice Teachers’ Understanding of Action Research. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1897-1904). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
Cited ByView References & Citations Map
Kevin Carr & Donna Kalmbach Phillips, George Fox University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 29–34
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