Literaturnachweis - Detailanzeige
Autor/inn/en | Hungerford-Kresser, Holly; Wiggins, Joy; Amaro-Jimenez, Carla |
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Titel | Learning from Our Mistakes: What Matters When Incorporating Blogging in the Content Area Literacy Classroom |
Quelle | In: Journal of Adolescent & Adult Literacy, 55 (2012) 4, S.326-335 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1081-3004 |
DOI | 10.1002/JAAL.00039 |
Schlagwörter | Preservice Teachers; Student Teacher Attitudes; Teaching Methods; Electronic Publishing; Web Sites; Educational Technology; Secondary School Teachers; Qualitative Research; Computer Uses in Education |
Abstract | This manuscript explores the inclusion of blogging as a pedagogical tool with preservice secondary teachers from a variety of content areas. The authors focus on data collected over two and a half years with preservice teachers in the content literacy classroom setting, specifically highlighting the qualitative data collected to determine students' perceptions of blogging as a pedagogical strategy. Once the study is discussed, and qualitative findings outlined, the authors provide suggestions for other practitioners considering the use of blogging in their classrooms. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |