Narrative Communities: Co-Authored Weblogs as a Space for Reflective Community and Critical Engagement
Save to My Collections
Pyne, K. (2006). Narrative Communities: Co-Authored Weblogs as a Space for Reflective Community and Critical Engagement. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2639-2642). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22476.
Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
This paper presents the preliminary results of a study in which multi-authored weblogs replaced traditional individual journals in a social foundations short course for pre-service teachers. Drawing learning communities research, the course's curriculum relied on literature circles and online collaborative blogs to create a space where critical issues were discussed in meaningful, open ways. This paper offers the ideology, methodology, and results of replacing traditional reflective journals with weblog communities. It looks at two different weblog community structures, one strictly limited to course conversation and one which included both personal blogs and joint course blogs. Highlighting both the advantages and disadvantages of such communities, it argues that there are substantial benefits to using online interactive technologies such as this to re-vision reflective journals as collaborative and critical narrative spaces.
- Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
- Strategies for teacher professional development on TPACK, Part 2
- Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
- Mathematics Teacher TPACK Standards and Development Model
- Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
- e-Mentoring in Undergraduate Programs using blogs
- Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)
- Connecting Preservice Teachers with Weblogs: Design Issues
- Introducing disruptive technologies for learning: Personal Webpublishing and Weblogs, Part I
- The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.