You are here:

Reflection Through the ID-PRISM: A Teacher Planning Tool to Transform Classrooms into Web-Enhanced Learning Environments
Article

, Syracuse University, United States

Journal of Technology and Teacher Education Volume 11, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Full Text

Abstract

Recent books and articles are full of definitions of the ideal electronic classroom, prescriptions of how to use web resources, and descriptions of the effects of such resources on teaching practices and learning. Yet Becker (1999) found that only 30% of those teachers who were internet-connected acknowledged using web resources with their students. ID-PRISM was developed as a reflection tool to help the remaining teachers move through the stages of innovation by prompting them to think about possibilities, realities, issues, standards and multidimensional perspectives of teaching and learning to create an action plan for transforming their classroom into a web-enhanced learning environment. Rich reflection and web integration research provided the foundation for ID-PRISM. This article discusses this literature and the tool itself. It then concludes with an example and a recommended in-service program using ID-PRISM.

Citation

Koszalka, T. (2003). Reflection Through the ID-PRISM: A Teacher Planning Tool to Transform Classrooms into Web-Enhanced Learning Environments. Journal of Technology and Teacher Education, 11(3), 347-375. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved June 30, 2022 from .

© 2003 Society for Information Technology & Teacher Education

Keywords

References

View References & Citations Map
  1. Becker, H. (1999). Internet use by teachers and students. Retrieved October 8, 2000 from: http://www.crito.uci.edu/TLC
  2. Canning, C. (1991). What teachers say about reflection. Educational Leadership, 48(6) , 1821.
  3. Conlon, M. (1997). MOOville: The writing project’s own “private Idaho.” T.H.E. Journal, 24 (8) , 66-68.
  4. Department of Education (DOE) (2000). Technology for education ac to f 1994: Part A—technology for education of all students sec. 3111. Findings. Retrieved June 7, 2001 from: http://www.ed.gov/legislation/ESEA/sec3111.h tm l
  5. Fishbein, M, & Ajzen, I. (1975). Belief, attitude, intentions, and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
  6. Hawkins, J. (1998). Technology in education: Transitions. Retrieved June 7 , 2001 from: http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper1.html
  7. Kawenski , M. (1991). Encouraging creativity in design. Journal of Creative Behavior, 25(3) , 263-66.
  8. Lieberman , A . (1996) . Creating intentional learning communities . Educational Leadership , 54(3) , 51-55 .
  9. National Council on Educational Statistics (NCES) (2000). Internet access in U.S. Public schools and classrooms: 1994 - 2000. Retrieved September
  10. Papert, S. (1997). Educational computing: How are we doing? T.H.E. Journal, 24(11) , 78-80.

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

Suggest Corrections to References

Cited By

View References & Citations Map

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.