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.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Therese Laferriere, Stephane Allaire, Laval University, Canada

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.

Keywords

• Teachers

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