Telecommunications and Teacher Education: A Social Constructivist Review

Blanton, William E.; Moorman, Gary B.; Trathen, Woodrow

doi:10.2307/1167292

Cited by 29 publications

(23 citation statements)

References 52 publications

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“…According to third-generation activity theory, the components of an activity system, as well as surrounding systems, shape humans' interaction with their environment. Applications of third-generation activity theory include redesigning preservice education to improve teachers' technology use in classrooms (Blanton, Moorman, & Trathen, 1998) and conceptualizing educational change as dynamic intersystem interactions (Engestrom, 2008;Sannino, 2008).…”

Section: Labormentioning

confidence: 99%

Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Anthony

2011

Journal of Research on Technology in Education

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Section: Labormentioning

confidence: 99%

Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Anthony

2011

Journal of Research on Technology in Education

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“…Initiated by Garrison, Anderson, Archer, and Rourke"s seminal "presences" research almost a decade ago, constructivist thinkers in the field of distance education have focused on "webs of significance" (Geertz, 1973) that constitute the online learning dynamic. From myriad research studies, our perception of what was once thought to be a technology-enhanced communication has developed into an understanding of a very layered enterprise (Blanton, Moorman, & Trathen, 1998). To understand and discuss the research findings, this study uses Garrison and Anderson's (2003) community of learning framework and adds to this framework distance education"s understanding of the concept of community in learning and among learners and also builds on two notions of learning style.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

IRRODL Volume 10, Number 3

Authors

2009

IRRODL

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As usual, the subject and research methods employed in the articles are heterogeneous, though all content has a focus on distance education. Ten of the articles relate to innovations in teaching and learning in distance contexts. Issues covered include synchronous technologies, multimedia training in industry contexts, web conferencing in high schools, strategies to create online group collaboration, and effective and ineffective instructor behaviours. We also have two very interesting conceptual pieces, one on the role of culture in online learning and the other highlighting the effect of transparency on cooperative learning. The issue begins with two excellent articles relating directly to distance education research. The first presents the results of a Delhi study in which international experts prioritized distance education research issues and trends. The second is an article that provides a ranking system and the results when it is used to assess computer-mediated learning journals. I confess that I cannot resist bringing to your attention that IRRODL rates as the top-ranked journal amongst 46 contenders!! The ratings game, while potentially both ego boosting and deflating for editors and authors, has very serious implications in academia. Enormous attention is placed in tenure and promotion hearings on not only the number of publications a scholar produces but also on the quality of the journals in which this work appears. Unfortunately, like many other measures of quality, determining the quality (often referred to as "impact factor") of scholarly journals raises many issues including the validity of the results, the reliability of the measurement scales, and the effect of regional, linguistic, and pecuniary bias. Much work has been done to create valid indexes of journal quality, and Elbeck"s and Mandernach"s (this issue) innovative assessment strategies add to this literature. The digitization of articles and their accessibility on the web (either through subscription to databases of commercial publications or through open access) creates opportunity for new metrics to calculate impact. These include the number of downloads and links from other Editorial -The Ratings Game Anderson 2 sources. However, citation of the work by one"s peers remains the most credible measurement of impact.Thus, I was very pleased to bump into the work of Australian researcher Anne-Wil Harzing and the interesting tool she has developed and released freely for non-commercial use. The downloadable tool, "Publish or Perish," uses the Google Scholar database to aggregate the number of articles and the number of times they have been cited by others. These citation numbers are then used to calculate an "impact factor" of both individual authors and journals. The tool also provides a number of algorithms that attempt to resolve the problem of multiple authors and also allow one to restrict publications used in the calculations by date or subject matter. Although Google Scholar"s data collection methods remain clouded in commercial ob...

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“…En lo que concierne al primer aspecto, la flexibilización de espacios y tiempos facilita la aparición de usos innovadores de la tecnología permitiendo diversificar los contextos de realización de experiencias educativas y variar la temporalización para llevarlas a cabo (Fernández y Correa, 2009). En relación al segundo aspecto, algunos estudios muestran que el hecho de que el profesorado tenga una perspectiva constructivista de los procesos de enseñanza y aprendizaje es un predictor de los usos de las TIC que el mismo profesorado considera positivos para el aprendizaje (Becker, 2000;Blantoon, Moorman y Trathen, 1998;Tondeur, Van Braak y Valcke, 2007). Y los estudios sobre las creencias de los docentes sobre las TIC muestran que, a pesar de que éstos las valoran muy positivamente para mejorar la participación de los alumnos y la colaboración en grupo, para estimular su interés y para facilitar un aprendizaje autónomo, en realidad las utilizan en el aula con estas finalidades muy escasamente (Aera, 2005; Instituto Nacional de Evaluación y Asesoramiento Educativo, Neturity y Fundación Germán Sánchez Ruipérez, 2007).…”

Section: Introductionunclassified

Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria

Salvador

Rochera

Mauri

2017

EJREP

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Introducción. Desde una perspectiva socioconstructivista y situada de los procesos de enseñanza y aprendizaje, en este trabajo se analizan los usos de las tecnologías de la información y la comunicación –TIC– que llevan a cabo una profesora y 19 alumnos de sexto de educación primaria. El estudio se centra en el papel mediador de las TIC en la interacción y en su potencial para innovar los procesos de enseñanza y aprendizaje en el aula.Método. Utilizando una metodología de estudio de casos, se ha procedido a registrar y analizar una secuencia instruccional sobre la metodología científica en ciencias naturales en la que los alumnos trabajan en pequeños grupos. El análisis de los datos se ha realizado mediante un modelo de análisis de la interacción educativa que permite identificar las formas de organización de la actividad conjunta, y mediante una tipología de usos de las TIC que median en la interactividad.Resultados. Los resultados muestran usos diversos de las TIC en función de las fases y momentos de la secuencia instruccional y de las características y exigencias que plantean las tareas en cada una de ellas. Asimismo, los resultados ponen de relieve que las TIC se utilizan prioritariamente para mediar las relaciones entre alumnos y contenido y, en menor medida, para mediar las relaciones entre profesora, alumnos y contenidos de aprendizaje.Discusión y Conclusión. Se concluye que la capacidad de las TIC para transformar las prácticas educativas en el aula depende del uso situado que se hace de ellas en situaciones auténticas de enseñanza y aprendizaje y de las nuevas posibilidades educativas que introducen para mediar la actividad conjunta entre profesor y alumnos.

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Telecommunications and Teacher Education: A Social Constructivist Review

Cited by 29 publications

References 52 publications

Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration

IRRODL Volume 10, Number 3

Usos situados de las TIC y mediación de la actividad conjunta en una secuencia instruccional de educación primaria

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