Scaffolding student teachers' online discourse for knowledge building purposes

                                                        

Articles de colloque

Contributors: 
Publication status: 
2005
Proceedings title: 
Society for Information Technology & Teacher Education International Conference
Publisher: 
Association for the Advancement of Computing in Education (AACE)
Place: 
Phoenix, Arizona
Page range: 
939-945
ISBN: 
978-1-880094-55-6
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.
Exercice annuel: 
2005-2006
Collaboration chercheurs: 
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