Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for P-12 Teacher Education

Autor/in	Dickey, M. D.
Titel	Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for P-12 Teacher Education
Quelle	In: Computers & Education, 51 (2008) 2, S.506-518 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2007.05.017
Schlagwörter	Web Based Instruction; Technology Integration; Learning Processes; Educational Technology; Internet; Education Courses; Computer Assisted Instruction; Case Studies; Preservice Teacher Education; Distance Education; Teaching Skills; Learning Theories; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Web Based Training; Learning process; Lernprozess; Unterrichtsmedien; Fortbildungskurs; Computer based training; Computerunterstützter Unterricht; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Distance study; Distance learning; Fernunterricht; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Learning theory; Lerntheorie; Modeling; Modelling; Modellierung
Abstract	The purpose of this study is to investigate the integration of a cognitive apprenticeship model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how cognitive apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of cognitive apprenticeship methods fostered an understanding of integrating technology for teaching and learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10