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ERIC Number: EJ898526
Record Type: Journal
Publication Date: 2010
Pages: 28
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1539-1523
How Asynchronous Discussion Boards Mediate Learning Literacy Methods Courses to Enrich Alternative-Licensed Teachers' Learning Experiences
Ajayi, Lasisi
Journal of Research on Technology in Education, v43 n1 p1-28 2010
This study explores alternative-licensed teachers' views of how an asynchronous discussion board mediated their preparation to teach literacy through methods courses. Forty-four alternative-licensed teachers were taught literacy teaching methods using the asynchronous discussion board as a tool of extending learning. Each participant responded to a survey and wrote a six-page refection to summarize his/her views of the role of the asynchronous discussion board in learning to teach literacy. The findings indicated that the asynchronous discussion board is a potentially useful means for structuring and supporting certain effective teaching/learning practices. The rubric/structure set up for discussion board interactions allowed participants to use the technology to refine, appropriate, and extend learning and mediate intertextual and hypertextual links to disparate texts. In addition, the complement of discussion in the courses motivated the participants to use the technology as a social space for adaptation of multiple voices, consideration of alternative perspectives, and facilitation of dialogical interactions that resulted in dynamic social knowledge constructions. This article includes a discussion of the implications of the findings. (Contains 5 tables.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California