Can We Model Wiki Use in Technology Courses to Help Teachers Use Wikis in their Classrooms?

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Kumar, S. (2008). Can We Model Wiki Use in Technology Courses to Help Teachers Use Wikis in their Classrooms?. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 2068-2071). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27507.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Swapna Kumar, Boston University, USA

Abstract

Despite being hailed as enhancing and facilitating collaborative learning, wikis have remained largely untapped as a tool in teacher education and development. This paper describes the use of a wiki activity in a technology development seminar for middle and high school teachers aimed at introducing teachers to the use of wikis, facilitating their use of a wiki for a specific task, and encouraging them to reflect on the ways in which they could use wikis in their classrooms. It highlights the importance of modeling the use of a wiki in teacher development and the capabilities of a wiki for collaboration, learning, and reflection by teachers. A research study that will follow-up on the participating teachers' use of wikis in their classrooms is planned.

Also Read

• Online Course Development – Where do we start?
• Wiki Productivity and Discussion Forum Activity in a Postgraduate Online Distance Learning Course
• Editorial: Online Education: Issues and Research Questions
• Meaningful Learning with Wikis: Making a Connection
• Wiki as a Collaborative Learning Tool
• Implementing a Wiki as a collaboration tool for group projects
• Building a Learning Community using Wikis in Educational Technology Courses
• An Examination of Learning Outcomes in Hyflex Learning Environments
• Strategies for Integrating and Evaluating Online Discussions in Face-to-face Courses
• The Educator-Technologist: Considering Pedagogical Constructs Necessary for Online, Blended, and Technology Enhanced Instructional Delivery Across the K-20 Continuum

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