Roles
Michael Evan Gaffney: Class of 2008
Document Type
Book Chapter
Publication Date
2009
Department 1
Education
Abstract
This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.
Copyright Note
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Recommended Citation
Rinke, Carol R. et al. "Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education." Information Technology and Constructivism in High Education: Progressive Learning Frameworks. Ed. Carla R. Payne (IGI Global, 2009), 303-318.
Required Publisher's Statement
Original version is available from the publisher at: http://www.igi-global.com/book/information-technology-constructivism-higher-education/579
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons