Scaffolding student teachers' online discourse for knowledge building purposes

Article de colloque


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


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.