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ERIC Number: ED421157
Record Type: Non-Journal
Publication Date: 1998
Pages: 8
Abstractor: N/A
Reference Count: N/A
An Internet-Based Journal for Professional Development.
Laffey, James M.; Musser, Dale; Tupper, Thomas
Believing in the importance of learning from field experience and valuing the development of reflective practitioners has led the College of Education, University of Missouri-Columbia to reform its undergraduate teacher education program. Concurrent with the curriculum redesign was an effort to use technology in the service of the new program implementation and in the development of technology using teachers. A significant component of the technology infrastructure was the design of an interactive shared journal system (ISJS) to facilitate the reflective learning process from field experience. In addition to supporting the learning process, ISJS afforded students and faculty the opportunity to communicate with multi-media representations of experience, communicate both asynchronously and synchronously, and have access to a community knowledge-base of experiences. ISJS enables three key processes (access to Internet-based resources, capturing experiences, and sharing experiences) in the context of a community made up of four roles (administrators, mentors, students, and guests). The usage data and student reports suggest, that, while there have been many barriers to usage, ISJS is supporting the reflective learning process, and many faculty and students are increasing their usage and capacity with ISJS. (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A