Implementing Online Discussions for Guided Reflections.
PROCEEDINGS
Debra Bayles Martin, Stacy Vinge, Kathryn LaMaster, San Diego State University, United States
EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Since Schon's (1983) work on the reflective practitioner, the teacher education literature has featured numerous calls for teachers (both pre- and inservice) to reflect upon their teaching as a way to take control of their personal professional development and their teaching success (Vogt & Au, 1995). Educators believe reflection should be encouraged, however, there is less clarity regarding how that process best occurs. This is especially true when it comes to the use of technology in encouraging personal reflection. While the use of technology has been discussed as a supplement to instruction (Poling, 1994), a unique form of communication (Eiser, 1990), and a provider of new information sources (e.g., web sites), (Chandler & Maddux, 1998), these concepts are not without their drawbacks. Providing computer access for students is frequently cited as a major cause of frustration with students participating in e-mail oriented projects (Tannehill, Berkowitz & LaMaster, 1997). Helping students gain ease and familiarity with the technology is another challenge in implementing technology-based education procedures, requiring time for students to gain confidence in their computer skills (Delcourt & Kinzie, 1993). A recent pilot study (Bayles Martin & LaMaster, in process) confirmed the roadblocks of technology access and familiarity in a graduate education course. Based upon findings of a pilot study conducted in 1997-98, the following research question was used to guide this study: How can a selected group of reading graduate students most ably use technology to support and enhance their reflection about teaching? It is the thesis of this project that students must be given time and support to develop the facility to reflect on their practice in various contexts and that this support can and should extend to use of technology in the reflection process.
Citation
Martin, D.B., Vinge, S. & LaMaster, K. (1999). Implementing Online Discussions for Guided Reflections. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1330-1331). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/6954/.
© 1999 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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