How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences

Autor/in	Ajayi, Lasisi
Titel	How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences
Quelle	In: Journal of Research on Technology in Education, 43 (2010) 1, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Alternative Teacher Certification; Teacher Attitudes; Asynchronous Communication; Computer Mediated Communication; Methods Courses; Reading Instruction; Literacy Education; Web Based Instruction; Teacher Education; Teacher Effectiveness; Teaching Methods; Technology Uses in Education; California + Suchen Sie Ihr Suchwort? Lehrerverhalten; Computerkonferenz; Methodisch-didaktische Anleitung; Leseunterricht; Web Based Training; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kalifornien
Abstract	This study explores alternative-licensed teachers' views of how an asynchronous discussion board mediated their preparation to teach literacy through methods courses. Forty-four alternative-licensed teachers were taught literacy teaching methods using the asynchronous discussion board as a tool of extending learning. Each participant responded to a survey and wrote a six-page refection to summarize his/her views of the role of the asynchronous discussion board in learning to teach literacy. The findings indicated that the asynchronous discussion board is a potentially useful means for structuring and supporting certain effective teaching/learning practices. The rubric/structure set up for discussion board interactions allowed participants to use the technology to refine, appropriate, and extend learning and mediate intertextual and hypertextual links to disparate texts. In addition, the complement of discussion in the courses motivated the participants to use the technology as a social space for adaptation of multiple voices, consideration of alternative perspectives, and facilitation of dialogical interactions that resulted in dynamic social knowledge constructions. This article includes a discussion of the implications of the findings. (Contains 5 tables.) (As Provided).
Anmerkungen	International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10