You are here:

Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches
PROCEEDINGS

, University of San Francisco, United States ; , Sonoma State University, United States ; , Nevada State College, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

As teacher education colleges increasingly venture into online education, the need for faculty training and innovations to support dialogic and reflective learning becomes more pressing. This interactive roundtable session seeks to evoke dialogue about the necessary faculty competencies and specific instructional strategies and tools that can be used to support the dialogic and reflective learning processes of preservice and inservice teachers in online teacher education programs. The authors outline how they have integrated technology in their content areas using the constructivist and critical approaches that are integral to their discipline. Roundtable participants will take the initial steps towards using the Technology, Pedagogy and Content Knowledge (TPACK) framework to create a working action plan to effectively integrate technology in their educational settings to support knowledge building and critical reflection.

Citation

Lee, T., Forasiepi, C. & Graziano, K. (2015). Dialogic and Reflective Learning in Online Teacher Education Programs: Constructivist and Critical Approaches. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 388-392). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 26, 2021 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Brookfield, S.D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
  2. Brown, A.L. (2014). Implementing active learning in an online teacher education course. The American Journal of Distance Education, 28(3), 170-182. Doi:10.1080/08923647.2014.924695
  3. Chai, C.-S., Koh, J.H.-L., & Tsai, C.-C. (2013). A review of Technological Pedagogical Content Knowledge. Educational Technology& Society, 16(2), 31–51.
  4. Conrad, R.-M., & Donaldson, J.A. (2011). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
  5. De La Mare, D.M. (2014). Communicating for diversity: Using teacher discussion groups to transform multicultural education. Social Studies, 105(3), 138-144. Doi:10.1080/00377996.2013.859118
  6. DePietro, P. (2013). Transforming education with new media: Participatory pedagogy, interactive learning, and Web 2.0. The International Journal of Technology, Knowledge, and Society, 8, 1-11.
  7. Dewey, J. (1997). Democracy and education: An introduction to the philosophy of education. New York, NY: Free Press. (Original work published 1916)
  8. Freire, P. (2005). Pedagogy of the oppressed. New York, NY: Continuum. (Original work published 1970)
  9. Giroux, H.A. (2003). The abandoned generation: Democracy beyond the culture of fear. New York, NY: Palgrave Macmillan.
  10. Goodwin, A.L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M.Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284302.
  11. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2009 (pp. 99-108). Chesapeake, VA: Society for
  12. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' Technological Pedagogical Content Knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
  13. Koehler, M.J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13-19.
  14. Koh, J.H.-L., Chai, C.-S., & Tsai, C.-C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Educational Technology& Society, 17(1), 185-196.
  15. Kohli, R. (2012). Racial pedagogy of the oppressed: Critical interracial dialogue for teachers of color. Equity& Excellence in Education, 45(1), 181-196.
  16. Lindeman, E.C. (1961). The meaning of adult education. Montreal, Canada: Harvest House. (Original work published 1926)
  17. Lynn, M., & Smith-Maddox, R. (2007). Preservice teacher inquiry: Creating a space to dialogue about becoming a social justice educator. Teaching& Teacher Education, 23(1), 94-105. Doi:10.1016/J.tate.2006.04.004
  18. McCrory, R., Putnam, R., & Jansen, A. (2008). Interaction in online courses for teacher education: Subject matter and pedagogy. Journal of Technology and Teacher Education, 16(2), 155-180.
  19. Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow (Ed.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20), San Francisco, CA: Jossey-Bass.
  20. Palloff, R.M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass.
  21. Penlington, C. (2008). Dialogue as a catalyst for teacher change: A conceptual analysis. Teaching& Teacher Education, 24(5), 1304-1316. Doi:10.1016/J.tate.2007.06.004
  22. Piaget, J. (1969). The mechanisms of perception. London, England: Routledge & Kegan Paul.
  23. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.
  24. Roth, R.A. (1989). Preparing the reflective practitioner: Transforming the apprentice through the dialectic. Journal of Teacher Education, 40(2), 31-35.
  25. Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.
  26. Thorpe, M. (2008). Effective online interaction: Mapping course design to bridge from research to practice. Australasian Journal of Educational Technology, 24(1), 57-72.
  27. Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed. & Trans.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: M.E. Sharpe.
  28. Zeichner, K.M. & Liston, D.P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 56(1), 23-48.
  29. Zeichner, K.M. & Liston, D.P. (2011). Reflective teaching: An introduction. New York, NY: Routledge. (Original work published 1996) Acknowledgements The authors wish to express their deepest appreciation to Dr. Brad D. Washington, the Program Coordinator for the online MATESOL program at University of San Francisco wherein we served as cornerstone adjunct faculty members.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections