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Incorporating Online Journaling into Pre-Service Teachers’ Classes
PROCEEDINGS

, , , University of Cincinnati, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Since 1983’s A Nation at Risk, there have been numerous calls to increase scientific literacy. Many science courses do not utilize writing or reflection in their curriculum possibly intensifying barriers to literacy. This is further exacerbated among pre-service teachers who are most likely to teach the way they were taught. Introducing journaling can be one way to improve learning and literacy within the science curricula. Using online technology allows pre-service teachers to see the integration of technology into “content” course pedagogy perhaps increasing the chance they will incorporate it into their teaching. This roundtable will examine initial efforts to introduce weekly reflections in a chemistry class for Middle School and Special Education pre-service teachers at a large Midwestern university. The instructor and a student from the class will share their perspectives, lessons learned, and ideas for changes to make the journaling more effective in terms of student learning.

Citation

Breiner, J., Muenchen, E. & Alspaugh, C. (2013). Incorporating Online Journaling into Pre-Service Teachers’ Classes. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4309-4314). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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