Collaborative Software and Focused Distraction in the Classroom

Autor/inn/en	Rhine, Steve; Bailey, Mark
Titel	Collaborative Software and Focused Distraction in the Classroom
Quelle	In: Journal of Technology and Teacher Education, 19 (2011) 4, S.423-447 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Discussion; Blended Learning; Computer Software Evaluation; Video Technology; Computer Assisted Instruction; Synchronous Communication; Web Based Instruction; Mixed Methods Research; Qualitative Research; Content Analysis; Observation; Questionnaires; Student Surveys; Student Attitudes; Preservice Teacher Education; Preservice Teachers; Education Courses; Instructional Effectiveness; Educational Technology; Shared Resources and Services; Constructivism (Learning); Notetaking; Collaborative Writing; Lecture Method; Web 2.0 Technologies; Attention Control; Oregon + Suchen Sie Ihr Suchwort? Diskussion; Softwareanalyse; Computer based training; Computerunterstützter Unterricht; Web Based Training; Qualitative Forschung; Inhaltsanalyse; Beobachtung; Fragebogen; Schülerbefragung; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Unterrichtserfolg; Unterrichtsmedien; Gemeinwirtschaft; Aufmerksamkeitstest
Abstract	In search of strategies for increasing their pre-service teachers' thoughtful engagement with content and in an effort to model connection between choice of technology and pedagogical goals, the authors utilized collaborative software during class time. Collaborative software allows all students to write simultaneously on a single collective document. The authors describe their experience of pre-service teachers negotiating meaning in a virtual parallel space simultaneously with whole class lecture and discussion. The authors introduce the concept of "focused distraction," discuss multi-tasking in the classroom, and explain the potential that collaborative software has for self-differentiated learning. Collaborative software documents, end-of-class surveys, and videotape of classroom instruction served as data for the qualitative research. Analysis of the triangulation of this data revealed four categories of use: note taking, collaborative construction, focused distraction, and resource sharing. A preponderance of pre-service teachers reported that collaborative software was useful in class. A preponderance of students reported that collaborative software was useful in class. While they indicated varying experiences with the software, an overwhelming majority reported that collaborative software made a positive impact on their learning. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10