Using Wikis to Create Collections of Curriculum-based Resources: Perceptions of Pre-service Teachers PROCEEDINGS
Blanche O'Bannon, The University Of Tennessee, United States ; Hoda Baytiyeh, American University of Beirut, Lebanon ; Jeff Beard, The University Of Tennessee, 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
This pilot study examined the perceptions of pre-service teachers regarding the usefulness of wikis to develop a collection of curriculum-based web sites. Further, it examined the consistency of their participation in the reader, writer and editor roles. Results revealed that participants did not consistently read, write or edit the wiki during the semester. Reasons given for the lack of consistent participation in the reader and writer roles were lack of motivation, lack of time and lack of understanding. Participants were very uncomfortable with editing the work of others and with others editing their work. They liked the accessibility that wikis provide and that they could collaborate with peers without sending multiple emails and at a time of their choosing. They agreed that wikis are good tools for collaboration and facilitated their ultimate task of building a collection.
O'Bannon, B., Baytiyeh, H. & Beard, J. (2010). Using Wikis to Create Collections of Curriculum-based Resources: Perceptions of Pre-service Teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2814-2821). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from https://www.learntechlib.org/primary/p/33796/.
© 2010 Association for the Advancement of Computing in Education (AACE)
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Blanche O'Bannon & Virginia Britt, The University Of Tennessee, United States
EdMedia + Innovate Learning 2012 (Jun 26, 2012) pp. 2654–2659
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