Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments ARTICLE
Sara Kajder, Kelly Parkes, Virginia Tech, United States
Journal of Technology and Teacher Education Volume 20, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teacher educators examined preservice student teachers’ weekly reflective weblog and videolog journal posts for instances of reflective practice. Data was collected over ten weeks, offering the student teachers an opportunity to reflect through video, image, print text, and comment fields. Analytic induction (Erikson, 1986) and content analysis (Patton, 2002) were used to categorize responses and examine how blog and vlog posts differed, given both the capacities of the medium and the ways in which students captured or revised their work. Differences that emerged provide insights into the nature of multimodal composing practices, the affordances of blogs and vlogs as reflective writing spaces, and the ways in which preservice teachers use reflection to inform instructional practice. Results suggest implications for pedagogies utilizing multiple digital modalities or participatory learning within online communities of practice.
Kajder, S. & Parkes, K. (2012). Examining Preservice Teachers’ Reflective Practice within and across Multimodal Writing Environments. Journal of Technology and Teacher Education, 20(3), 229-249. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved September 25, 2017 from https://www.learntechlib.org/p/37489/.
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