Dilemma of Inquiry and Reflection Through and With Technology: New Directions for Research in Post-Secondary Teaching

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Kritskaya, O. & Clay, T. (2000). Dilemma of Inquiry and Reflection Through and With Technology: New Directions for Research in Post-Secondary Teaching. In J. Bourdeau & R. Heller (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (p. 1820). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16551.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2000
2000
ISBN 1-880094-40-1
  Jacqueline Bourdeau & Rachelle Heller
AACE

More Information on EDMEDIA
Table of Contents

Authors

Olga Kritskaya, Tony Clay, Michigan State University, United States

Abstract

The study explored the issues of pedagogy for teaching reflective inquiry in the undergraduate program in Educational Psychology. The analysis focused on the role of the learners' imagination and the use of instructional hyper-media texts in construction of meanings associated with the course content. Particular attention was paid to the development of student design ideas that they use for the arrangement of images, which reflect, as a special form of narrative, on their understanding of the disciplinary concepts, personalities and life experiences. The data illuminate the instructional conditions when the student's act of arranging information becomes an act of insight. The computer-based student projects (Teacher's Portfolio, Multi-Media Gallery), along with the instructional hyper-media texts, reveal a critical instructional shift in the pedagogy of teaching reflective thinking-from structure to process, from enforcing students' competence to engaging them into performance-that fosters a deeper understanding of the dialectics of socio-cultural processes.

Keywords

• Students
• Instructional Design

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