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Fostering In-service Teachers’ Beliefs about Collaborative Learning
PROCEEDINGS

, William Paterson University, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study documents the ways in which online collaboration impacted in-service teachers' pedagogical beliefs during an online teacher education course. The data was drawn from twenty four participants who were enrolled in an educational technology program during the summer 2005 semester. The findings suggest that the participants had come to view group collaboration according to new criteria, which positively altered their attitudes toward classroom facilitation, student input, assessment, as well as efforts to engage their own classes in critical thinking. Likewise, many of the in-service teachers also expressed a new interest in using online collaborative activities during their face-to-face classes.

Citation

An, H. (2006). Fostering In-service Teachers’ Beliefs about Collaborative Learning. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 1102-1105). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2022 from .

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