Preservice teachers in web-enhanced CBA showed improved understanding of technology integration through sequenced authentic tasks¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a web-enhanced CBA course, all five preservice teachers extended their understanding of the potential of technology and connected its role to student thinking and learning during the final, most complex task. → Hyeonjin Kim and Michael J. Hannafin 2008

Evidence¶

Hyeonjin Kim and Michael J. Hannafin 2008¶

Hyeonjin Kim and Michael J. Hannafin. (2008). Grounded design of web-enhanced case-based activity. Education Tech Research Dev. https://doi.org/10.1007/s11423-006-9010-9

q2 · i? · design · r2

Case study of five preservice teachers in a web-enhanced CBA course; the article reports that "all five preservice teachers extended their understanding of the potential of technology" during the final WebQuest task, based on preservice teachers' reports and interviews.

"the final task—planning and developing a student-centered constructivist learning WebQuest lesson—required greater task complexity, content integration, and technology integration than previous projects. During this phase, all five preservice teachers extended their understanding of the potential of technology and connected its role to student thinking and learning."

Discussion¶

Related Claims¶

• Preservice teachers reported that case analysis expanded and deepened their understanding of teaching with technology — related
• In a Web-based teacher education course, screen-capture videos and Flash animations modeling the instructor's internal problem-solving processes were the elements students most strongly associated with cognitive apprenticeship modeling — related
• The closer training content is to authentic clinical scenarios, the smoother its translation into practice — related
• Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones — a broader claim this one bears on
• Familiarisation through modelling and exploration is necessary for preservice teachers to experience the potential of emerging technologies — related
• Preservice teachers must critically reflect on both the potential and limitations of technology in education, with research tasks and digital identity emerging as reflective strategies — related