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The Use of a Wiki in Teacher Education: How Does Learning and Instruction Change When Work Can Go Public?
PROCEEDINGS

, Empire State College / SUNY, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This pilot study reports on a multifaceted wiki assignment with associated peer assessment (submitted solely to the instructor) within a blended course for K12 pre-service teachers. The assignment encouraged collaboration, awareness of all team’s work, useful legacy creation, immersion in web 2.0 technologies, and reflection on K12 uses. Students took ownership, responsibility and pride in their work; were thoughtfully supportive of other team’s instructional efforts; and demonstrated learning that went beyond the assignment. The wiki tools allowed the instructor to monitor students’ participation and revisions. Lessons learned included the need to provide more support, time, and scaffolding for the complexities of assignment development and group interactions. The instructor role expanded to include scheduler, interpersonal negotiator, and web-presence mediator. Instructors also need to consider issues of ownership and updating now-public wiki materials.

Citation

O'Connor, E. (2010). The Use of a Wiki in Teacher Education: How Does Learning and Instruction Change When Work Can Go Public?. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2822-2829). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from .

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