NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1068870
Record Type: Journal
Publication Date: 2015-Aug
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0266-4909
Using Wikis and Collaborative Learning for Science Teachers' Professional Development
Chen, Y-H.; Jang, S-J.; Chen, P-J.
Journal of Computer Assisted Learning, v31 n4 p330-344 Aug 2015
Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits both students and teachers; however, few studies have integrated wiki and collaborative learning to examine the growth of science teachers' "Technological, Pedagogical and Content Knowledge" (TPACK). This study introduced a wiki-based TPACK growth model and examined nine elementary and middle science teachers' knowledge growth in a graduate-level course. Data sources included reflective journals, wiki data and interviews. Results showed that with wiki, science teachers learned to design more understandable and lively science teaching content, and they collaboratively generated creative instructional strategies. Furthermore, wiki and collaborative learning helped in-service teachers exchange and elaborate ideas related to the development of TPACK. Implications, suggestions and future research directions were put forward regarding wiki, TPACK and in-service teachers' professional development.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A