Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education

Abstract

The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration and reflection. Situating teaching and learning in an online teacher education environment creates challenges for developing learning communities supporting reflection and collaboration. This cross case analysis reveals the impact of Google Docs to facilitate reflection and collaboration in an online integrated mathematics, science, and technology education graduate program has on developing in-service teachers' TPACK. Using a social metacognitive constructivist lens to focus the course design, this study collected student learning products, including essays, Blackboard forum transcripts, and Google Docs editing histories to understand how participants' TPACK thinking matured through their collaboration and reflections. Results suggest Google Docs provided a rich online environment where participants were able to engage in and reflect on a community that developed both individual and shared knowledge.

The influence of illness perception, anxiety and depression disorders on students mental health during COVID-19 outbreak in Pakistan: a Web-based cross-sectional survey

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Collaborative Digital Writing and Metacognitive Knowledge In Writing Among TEFL Students: The Mediating Role of Online Knowledge Sharing

“…There were 15 items with four subscales, namely, instructional, interactional, reflective, and affective in the scale. The items were developed based on the related literature (Al-Chibani, 2016;Fathi et al, 2021;Gillow-Wiles & Niess, 2015;Ishtaiwa & Aburezeq, 2015;Rabu & Badlishah, 2020;Zhou et al, 2012). A 5-point Likert scale ranging from strongly disagree to strongly agree used in the questionnaire.…”

Collaborative digital writing and metacognitive knowledge in writing among TEFL students: the mediating role of online knowledge sharing

“…There were 15 items with four subscales, namely, instructional, interactional, reflective, and affective in the scale. The items were developed based on the related literature (Al-Chibani, 2016;Fathi et al, 2021;Gillow-Wiles & Niess, 2015;Ishtaiwa & Aburezeq, 2015;Rabu & Badlishah, 2020;Zhou et al, 2012). A 5-point Likert scale ranging from strongly disagree to strongly agree used in the questionnaire.…”