SAC Brown Bag Lunch
March 23, 2011
Developing profession practice and identity through online communities in pre-service teacher education.
One of the goals of teacher preparation is to develop professionals who are reflective of their practice and who seek collegial collaboration in order to counter perceived isolated teaching practice. This study seeks to determine the ways in which blogging, and participation in a web 2.0 community of pre-service elementary teachers, specifically, facilitated the development of teacher practice. A body of research has focused on online teacher communities. These studies have shown that under certain circumstances, teachers in online communities are able to build greater and more diverse networks, interact more frequently with the teachers in the community, and are able to use these frequent interactions and diverse networks to access materials and resources within a wider range, frequently extending beyond their local network (Barab, Kling, & Gray, 2004; Renniger & Shumar, 2002). Furthermore, the quality of dialogue in online communities has been shown to be equivalent to or even superior to that which occurs in face-to-face communities (Schlager et al, 2009). Gomez and colleagues (2008) argue that pervasive technologies allow for the renegotiation of social networks within teacher education. In the elementary senior courses this technology integration was put into practice. This study seeks to analyze the impact of such practice, addressing a noted gap in the literature.
Speakers: Janice Anderson, Julie Justice, Leah Althiser, Steve Wall, Jennifer Jones and Ashley Boyd
Place: 02 Peabody Hall, former computer lab
Bring: Yourself and a lunch!