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État de publication: Publiée (2005 )
Titre des actes: Society for Information Technology & Teacher Education International Conference
Éditeur: Association for the Advancement of Computing in Education (AACE)
Lieu: Phoenix, États-Unis
Intervalle de pages: 939-945
ISBN: 978-1-880094-55-6
URL: https://www.learntechlib.org/primary/p/19138/
Résumé: 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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