An Experimental, Mixed Methods Study:
Blogging and Graduate Teacher Certification Candidates’ Reflection
Kathleen J Tate, American Public University, United States ; William M Gillum, Greg C Mandalas, American Public University System, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Critical reflection and reflective practice across fields have become more of a focus. Reflection is especially important in the field of education in developing preservice and inservice teachers. Promoting quality reflection in the areas of knowledge, skills, and professional dispositions is challenging. With the increased use of Web 2.0 tools, teacher education research and practice are shifting in terms of considering useful applications of technological tools to facilitate effective teacher candidate growth. One emerging trend is focused blogging, where learners blog weekly in courses about the course topic; and the topic is reinforced through readings, discussions, lesson plans, and observations. Dynamic blogging requires learners to complete focused blogging activities, but the blogs go beyond traditional text-filled blogs by including photos of classroom artifacts and related web images. A mixed methods study design was used to quantitatively and qualitatively examine how blogging and dynamic blogging are effective tools for reflection.
Tate, K.J., Gillum, W.M. & Mandalas, G.C. (2014). An Experimental, Mixed Methods Study: Blogging and Graduate Teacher Certification Candidates’ Reflection. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2677-2682). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)