Barriers and Enablers in Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for K-12 (Primary and Secondary) Teacher Education

Autor/in	Dickey, Michele D.
Titel	Barriers and Enablers in Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for K-12 (Primary and Secondary) Teacher Education
Quelle	In: ALT-J: Research in Learning Technology, 15 (2007) 2, S.119-130 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7769
DOI	10.1080/09687760701482218
Schlagwörter	Preservice Teacher Education; Education Courses; Case Studies; Internet; Pragmatics; Barriers; Teaching Methods; College Instruction; Learning Strategies; Computer Software; Web Based Instruction; Online Courses; Technology Integration; Distance Education; Electronic Learning; Educational Technology; Computer Assisted Instruction + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Case study; Fallstudie; Case Study; Pragmalinguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Web Based Training; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10