NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886720
Record Type: Journal
Publication Date: 2010-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1042-1629
Examining the Effects of Computer-Based Scaffolds on Novice Teachers' Reflective Journal Writing
Lai, Guolin; Calandra, Brendan
Educational Technology Research and Development, v58 n4 p421-437 Aug 2010
This study employed an explanatory mixed methods design to examine the effects of two computer-based scaffolds on novice teachers' reflective journal writing. The context for the study was an attempt to refine the reflective writing component of a large scale electronic portfolio system. Quantitative results indicated that the computer-based scaffolds significantly enhanced the participants' reflective journal writing as well as the length of their written artifacts. Moreover, correlation analysis revealed that there was a positive relationship between the highest level of reflection and the length of journal writing. Three factors gleaned from qualitative data helped explain how and why the scaffolds enhanced participants' reflective thinking, including (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. It is hoped that the analyses and results of the current study can help inform others on how to leverage the affordances of computer-based scaffolds to augment reflective practice in technology-enhanced educational systems.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A