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What do I Press? The Limited role of Collaborative Websites in Teacher Preparation Programs.
PROCEEDINGS

, E-Learning Design Lab, University of Kansas, United States

EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

More and more, classroom teachers are expected to display competence in not only their subject matter, but also in instructional technology. However, many teacher preparation programs relegate instruction on technology integration to one or two courses. Since content specific education courses rarely require the use of new technologies, this segregated approach to technological instruction produces teachers with a limited understanding of emerging academic tools. This paper reports the results of a six month long study conducted at a large public university to determine attention paid to collaborative websites, or wikis, within a teacher preparation program. Subjects who were taught how to design and use wikis for the classroom reported that their other education courses did not mention wikis. Experienced wiki users felt that their professors did not know of the existence of wikis. Subjects expressed a strong desire to create wikis for their own classes but were unsure if their lack of exposure to wikis degraded their previous knowledge of wiki design.

Citation

Moshirnia, A. (2008). What do I Press? The Limited role of Collaborative Websites in Teacher Preparation Programs. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3494-3499). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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