ERIC Number: EJ1066649
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
The Interplay between a Course Management System and Preservice Teachers' Knowledge, Beliefs, and Instructional Practices
Dunn, Thea K.
Journal of Interactive Online Learning, v2 n3 Win 2004
The multiyear study discussed in this paper focuses on the use of a course management system (CMS) to deliver video clips and interactive mathematics investigations and to support shared reflections in a field-based elementary mathematics methods course. The findings reveal that virtual observations of mathematics teaching episodes in diverse classrooms and participation in interactive mathematics activities and shared reflections via the CMS online discussion board challenged the preservice teachers to reconstruct their beliefs about mathematics teaching and diverse students. Classroom observations and excerpts from the discussion board illustrate how the CMS promoted changes in the preservice teachers' mathematics knowledge and instructional practices. This study gives rise to important findings on the relationships between shared online reflections on virtual observations of mathematics lessons and mathematics teaching in diverse classrooms that are being utilized to inform decisions about teacher preparation programs and the mathematical education of diverse student populations.
Descriptors: Computer Software, Computer Mediated Communication, Open Source Technology, Integrated Learning Systems, Preservice Teachers, Student Attitudes, Video Technology, Mathematics Instruction, Student Teaching, Elementary School Teachers, Pretests Posttests, Semi Structured Interviews, Questionnaires, Comparative Analysis, Qualitative Research, Pedagogical Content Knowledge, Correlation, Teaching Methods
University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A