Educational Designing with MicroWorlds
Niels Brouwer, ILS Graduate School of Education, Netherlands ; Gert Muller, ICT consultant in education, Netherlands ; Henk Rietdijk, Ede Christian University, Netherlands
Journal of Technology and Teacher Education Volume 15, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
"Computer Images for Lesson Support" (CILS) is a module for primary teacher education that aims at educating prospective teachers in designing multimedia-learning environments, with the aid of the Logo program MicroWorlds, and using it with children. Quantitative and qualitative data were collected among 44 student teachers during their designing and teaching activities. Data were analyzed by means of descriptive and correlative statistics as well as content analysis. The following influences on students' learning were found: prior learning in computer use; students' learning orientation; the nature of their cooperation in groups; the module itself and how it was embedded in the teacher education curriculum; the technical infrastructure and staff cooperation available in the schools where the students did their student teaching; and the students' learning experiences in those schools. Conclusions about the CILS module and the underlying approach to developing prospective teachers' competence in educational computer use are presented and implications for teacher education and further research are discussed.
Brouwer, N., Muller, G. & Rietdijk, H. (2007). Educational Designing with MicroWorlds. Journal of Technology and Teacher Education, 15(4), 439-462. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 2, 2023 from https://www.learntechlib.org/primary/p/21078/.
© 2007 Society for Information Technology & Teacher Education
ReferencesView References & Citations Map
- Abdal-Haqq, I. (1995). Infusing technology into preservice teacher educa-t ion. Washington, DC : ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Digest ED389699)
- Brouwer, C.N., & Korthagen, F.A.J. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153-224.
- Brown, A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
- Clements, D.H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3(2), 160-181.
- Fogarty, R. (1999). Architects of the intellect. Washington, DC : Education Resources Information Center (ERIC Document Reproduction Service No. ED430683).
- Freudenthal, H. (1978). Weeding and sowing: Preface to a science of mathematical education. Dordrecht, The Netherlands: Reidel.
- Friendly, M. (1988). Advanced logo, a language for learning. H i l lsda le, NJ: Lawrence Erlbaum.
- Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory. Strategies for qualitative research. Chicago: Aldine.
- Kemmis, S., & McTaggart, R. (1988). The action research planner. Melbourne, Victoria, Australia: Deakin University Press.
- Korthagen, F.A.J., Kessels, J., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Mahwah, NJ: Lawrence Erlbaum.
- Laurillard, D. (1993). Rethinking university teaching, a framework for the effective use of educational technology. London/New York: Routledge.
- Miles, M.B., & Huberman, M.B. (1994). Qualitative data analysis. A sourcebook of new methods. Beverly Hills, CA: Sage.
- Papert, S. (1980). Mindstorms, children, computers and powerful ideas. New York: Basic Books.
- Papert, S. (1993). The children’s machine. Rethinking school in the age of the computer. New York: Basic Books.
- Papert, S. (1999). Logo philosophy and implementation. Mon tréa l, Quebec, Canada: Logo Computer Systems.
- Roschelle, J.M., Pea, R.D., Hoadley, C.M., Gordin, D.M., & Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. Children and Computer Technology, 10(2), 76101.
- Solomon, C. (1986). Computer environments. Aref lect ion on theories of learning and education. Cambridge, MA: MIT Press.
- Stufflebeam, D.L., & Webster, W.J. (1988). Evaluation as an administrative function. In N.J. Boyan, (Ed.), Handbook of research on educa-t iona l administration (pp. 569-599). New York/London: Longman.
- Voogt, J., & Odenthal, L. (1999). Me the t oog op de toekoms t, Emergent Practices Gepor tre t teerd [With an eye to the future. Emergent practices portrayed]. Enschede , The Netherlands: Universite i tsdrukker i j Un iversiteit Twente. Brouwer, Muller, and Rietdijk This research was supported by two national innovation projects in Dutch teacher education: the Program On MultiMedia in Teacher Training (PROMMITT ; 1996) and Partnership for Education (EPS ; 2000-2004). Acknowledgement
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Engaging Students of Senior High School in Simulation Development
Katerina Glezou & Maria Grigoriadou
Informatics in Education Vol. 9, No. 1 (2010) pp. 37–62
Design Principles of Training Material for Introductory Courses to Programming and Logo by using preconstructed microworlds
Katerina Glezou & Maria Grigoriadou, National and Kapodistrian University of Athens, Greece
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1606–1614
Editorial: Publishing Data Evidence to Support Educational Technology Claims
Richard E. Ferdig, University of Florida, United States; Debra Sprague, George Mason University, United States; Cleborne Maddux, University of Nevada, United States; Peter Albion, University of Southern Queensland, Australia
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 429–437
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.