A Qualitative Perspective: Pre-Service Teachers Discuss Educational Technology Online

Autor/inn/en	Spatariu, Alexandru; Winsor, Denise L.
Titel	A Qualitative Perspective: Pre-Service Teachers Discuss Educational Technology Online
Quelle	In: Journal on School Educational Technology, 6 (2010) 1, S.24-38 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Qualitative Research; Preservice Teachers; Educational Technology; Asynchronous Communication; Teaching Methods; Prompting; Technology Uses in Education; Educational Psychology; Online Courses; Transcripts (Written Records); Comparative Analysis; Control Groups; Experimental Groups; Feedback (Response); Group Discussion; Persuasive Discourse; Undergraduate Students; Technology Education + Suchen Sie Ihr Suchwort? Qualitative Forschung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Erziehungspsychologie; Pädagogische Psychologie; Online course; Online-Kurs; Gruppendiskussion; Persuasion; Persuasive Kommunikation; Technisch-naturwissenschaftlicher Unterricht
Abstract	Although there is a push in education to increase the amount of technologies used in the classroom much of the recent literature emphasizes a need to investigate ways to improve the instructional methods used when incorporating technology in education. The focus of the present research is to investigate an instructional technique used in an asynchronous online discussion (i.e., prompts versus no prompts). This research investigates pre-service teachers' positions on the use of technology in K-12 classrooms. Participants were students enrolled in an online Educational Psychology course at a Southwestern urban university; the online discussion transcripts were the data source for this qualitative research design. The treatment group received specific directions and feedback and the control group received very limited directions and feedback. The results of the study indicated that given specific guidelines and expectations for the discussion, the treatment group outperformed the control group in every category consistently within the small group analysis and the between group analysis. In addition, the in-depth analysis points to several findings with regard to how pre-service teachers view Educational Technology in schools, based on the dilemma posed in the online discussion forum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01