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Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes
Author(s) -
Barnett Michael,
Harwood William,
Keating Thomas,
Saam Julie
Publication year - 2002
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2002.tb17887.x
Subject(s) - bridge (graph theory) , professional development , articulation (sociology) , mathematics education , teacher education , pedagogy , reflection (computer programming) , technology integration , science education , sociology , psychology , computer science , teaching method , engineering ethics , engineering , political science , medicine , politics , law , programming language
This article describes and illuminates the challenges that the authors faced as we integrated a web‐supported professional development system into elementary science methods courses housed at three different universities. Using a design experiment framework, the challenges and difficulties encountered while attempting to develop and sustain effective discussions about inquiry‐based teaching are discussed. Three main issues were identified through this analysis: (a) creating meaningful interactions for preservice teachers, (b) supporting preservice teacher reflection and articulation of their belief systems, and (c) technical, social, and institutional challenges of using a World Wide Web based professional development system. The article closes with recommendations concerning the implementation of a web‐based professional development system into elementary methods science courses and describes what appear to be successful strategies for fostering a collaborative atmosphere between teacher educators, preservice teachers, and in‐service teachers.