Computers in the Schools Volume 18, Number 1, ISSN 0738-0569
This study was part of a two-year review regarding the use of Web-based case conferencing to enhance, extend, and transform the learning of preservice teachers in an introductory educational psychology course. First, Web conferencing enhanced the learning opportunities within educational psychology by providing an electronically shared space for hundreds of students to share, discuss, and reflect on case situations common in K-12 school settings. Second, this environment extended learning by including students from other universities and countries. Finally, instead of strictly relying on instructor cases and commentary, the Web transformed the learning process by allowing students to generate cases online and provide timely and relevant peer feedback. Across the two years of this study, students generated more than a thousand case situations that tended to focus on classroom management, motivation, and controversial issues or hot topics. Within these case situations, students were extremely task focused and offered each other extensive peer feedback. Despite many positive findings, various problems were encountered such as procrastination, limited text referencing, and few justified statements. Several future directions and recommendations are outlined.
Bonk, C.J., Daytner, K., Daytner, G., Dennen, V. & Malikowski, S. (2002). Using Web-Based Cases to Enhance, Extend, and Transform Pre-Service Teacher Training: Two Years in Review. Computers in the Schools, 18(1), 189-211. Retrieved March 22, 2019 from https://www.learntechlib.org/p/100075/.
Yu Feng & Khe Hew, Indiana University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3173–3180
Using Web-Enhanced Discussion to Increase Pre-Service Teachers' Skills and Confidence in Technology Integration
Yuzhu (Judy) Teng & James Allen, The College of Saint Rose, United States
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2698–2703
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.