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Scaffolding student teachers’ online discourse for knowledge building purposes
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, , Laval University, Canada

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper focuses on pre-service teachers' use of the knowledge building principles when transformed into scaffolds to support and orient online discourse. Student teachers' inquiry was on teaching in a networked classroom. The use of the scaffolds was tracked over a three-year period, and analyzed in both quantitative and qualitative ways. Results reveal that student teachers developed a proper understanding of the scaffolds, as measured by the level of adequacy obtained through a detailed analysis of their individual online activity and external appreciation. Online discourse for knowledge building purposes unfolded.

Citation

Laferriere, T. & Allaire, S. (2005). Scaffolding student teachers’ online discourse for knowledge building purposes. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 939-945). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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