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A Qualitative Study of Public Wiki Use in a Teacher Education Program
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, , , University of Connecticut, 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

This study reports on students’ perceptions and behaviors regarding the use of Wikipedia and EduTechWiki (public wikis) for a collaborative assignment in a graduate level technology and literacy course. The results demonstrated that initial perceptions of public wikis were mostly negative and apprehensive, with students’ expressing anxiety and fear at the thought of contributing to a public document. During the assignment, students commonly reported frustration and difficulty with the wiki interface. After completing the assignment, students’ reactions were overwhelmingly positive, with many recognizing the benefits of public wikis in the K-12 classroom as either a resource or collaborative tool. Pedagogical practices are recommended for successful implementation of teaching training learning activities using public wikis.

Citation

Every, V., Garcia, G. & Young, M. (2010). A Qualitative Study of Public Wiki Use in a Teacher Education Program. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 55-62). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

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References

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Cited By

  1. Wiki-Based Collaborative Writing in Educational Settings: Positive and Negative Effects, Recommendations, and Near-Future Trends

    Said Hadjerrouit, University of Agder, Norway

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 868–872

  2. A Framework for Assessing the Pedagogical Effectiveness of Wiki-Based Collaborative Writing: Results and Implications

    Said Hadjerrouit, University of Agder, Norway

    Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 29–49

  3. The Impact of a Collaborative Wiki Assignment on Teaching and Learning in a Teacher Education Program

    Vanessa Bravo, Michael Young & Michael Young, University of Connecticut

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 37, No. 3 (Nov 17, 2011)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.