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Interacting and learning together: Factors influencing preservice teachers’ perceptions of academic wiki use ARTICLE

, University of Cincinnati, United States ; , Harvard Law School, United States

Journal of Technology and Teacher Education Volume 20, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Academic wikis hold promise in supporting preservice teachers’ collaborative interactions in online contexts. Nonetheless, little is written in either technology or teacher education literature about facilitating wiki use and instruction within teacher education. This study investigated the use of an academic wiki within a technology teacher preparation course and focused on preservice teachers’ (a) overall perceptions of academic wikis using the Perceptions of Academic Wikis Survey (adapted from Majchrzak, Wagner, & Yates, 2006), (b) types of contributions to academic wikis, and (c) personal attributes that may affect wiki contributions or attitudes towards wikis using the Rotter Locus of Control Scale (Rotter, 1966). Results showed that although the preservice teachers believed that the wikis were useful in organizing and presenting information, their interactions within the wiki were somewhat immature and included little constructive feedback or editing others’ work. Future research should focus on facilitating preservice teachers’ collaborations within wiki environments including modeling appropriate means of providing feedback and netiquette ground rules.

Citation

Israel, M. & Moshirnia, A. (2012). Interacting and learning together: Factors influencing preservice teachers’ perceptions of academic wiki use. Journal of Technology and Teacher Education, 20(2), 151-176. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 16, 2018 from .

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