Scaffolding student teachers’ online discourse for knowledge building purposes
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Laferriere, T. & Allaire, S. (2005). Scaffolding student teachers’ online discourse for knowledge building purposes. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 939-945). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19138.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
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.
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- A Special Passage Through Asia E-Learning
- Usage Analysis in Learning Systems
- Enabling Project-Based Learning in WBT Systems
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- The Role of Continuous Monitoring in Enriching E-learning
- Personalised e-learning, Semantic Web and Learning Ontologies
- Adaptable Personalised E-Learning Systems and Practical Approach on the use of Presentation Applications
- Knowledge Construction Through ICT's: Social Networks
- Professional Development in Today’s Technological Environment
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