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ERIC Number: ED470161
Record Type: RIE
Publication Date: 2001-Nov
Pages: 12
Abstractor: N/A
Co-Inquiry Approach to Learning and Using Hypermedia.
Doering, Aaron; Beach, Richard
This article analyzes the uses of various technologies to enhance literacy practices using a multi-genre writing project with pre-service teachers and middle school students. Twenty-seven English pre-service teachers, simultaneously enrolled in a methods and a technology course, collaborated with middle school students using asynchronous Web discussion to develop hypermedia projects that fostered and promoted the use of technology as a tool. These tools mediated the uses of various literacy practices within the larger activity system of teacher education, whose object is to assist teachers to acquire those practices involved in working effectively with students. Qualitative data were collected through analyzing pre-service teachers' development of Storyspace hypermedia projects, the use of asynchronous discussion with their middle school students, and participation on a WebCT bulletin-board discussion. The hypermedia productions with middle school students helped the pre-service teachers learn how to model the literacy practices of making intertextual or hypertextual links. The Web-based communication with students helped pre-service teachers develop relationships with students in the absence of face-to-face interaction. And, through participation in the WebCT bulletin board, pre-service teachers employed different literary practices ranging form the display of spontaneous thinking to engaging in word/role play. (Contains 46 references.) (Author/AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology (24th, Atlanta, GA, November 8-12, 2001). Volumes 1-2; see IR 021 504.