An Exploratory Study on Using Wiki to Foster Student Teachers' Learner-Centered Learning and Self and Peer Assessment

Autor/inn/en	Ng, Eugenia M. W.; Lai, Yiu Chi
Titel	An Exploratory Study on Using Wiki to Foster Student Teachers' Learner-Centered Learning and Self and Peer Assessment
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 11 (2012), S.71-84 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Student Teachers; Scoring Rubrics; Program Effectiveness; Information Technology; Web 2.0 Technologies; Technology Uses in Education; Teaching Methods; Student Teacher Evaluation; Self Evaluation (Individuals); Peer Evaluation; Student Centered Curriculum; Secondary School Science; Science Course Improvement Projects; Group Activities; Problem Based Learning + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Scoring formulas; Auswertungsbogen; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Problem-based learning; Problemorientiertes Lernen
Abstract	This article discusses an exploratory study that examined whether a wiki-based project could foster student-centered learning. Student teachers were divided into five groups to tackle a group project which involved creating digital learning materials on wiki that could teach information technology (IT) to secondary school students. As assessment is a part of learning, they were also required to develop an assessment rubric to assess the wiki pages created by themselves and their peers. It was observed that a variety of learning resources, such as videos, newspaper clippings, and cartoons, were included in the groups' wiki pages. The student teachers also came up with assessment rubrics for self and peer assessment of their wiki pages by adopting or adapting assessment rubrics available on the Internet. However, the assessment rubrics did not seem to provide clear assessment guidelines as there were large differences among the groups in terms of assessing the wiki pages. In sum, it appears that wiki can facilitate student-centered activities as the statistics logs gathered from the wiki site indicated that the student teachers often revised their wiki project materials, especially after receiving feedback from their peers and course instructors. (Contains 4 figures and 2 tables.) (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.us/icarus/journals/jiteiip
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10