The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Preservice Teachers' Self-Reflection Practices When Integrating Educational Technology in the Classroom
Abstract
As digital tools become common in the modern classroom, teachers must be equipped with understanding how to create lessons for modern learning. Reflective teaching practices are one such way to help preservice teachers learn quality skills for both creating and implementing digital tools. While working through the six traits of the reflective practitioner (Eby & Kujawa, 1998) over the course of one semester, 29 participants kept a reflective journal detailing their process of creating a lesson using technology. The creation process also included complete lesson plans and a video presentation of the lesson; the video presentation was submitted to an online education technology conference (www.c2lconference.com). Sources of data included reflective journals, lesson plans, self-reflection questionnaires, and conference evaluations. The emergent themes for both the reflective journals and the comments on the self-reflection were aligned to produce three main themes, which were then connected to the six traits.
Related Content
|
Alina Mărgărițoiu, Simona Eftimie.
© 2024.
24 pages.
|
|
Claudiu Langa, Adriana Nicoleta Lazar.
© 2024.
24 pages.
|
|
Gina Florentina Tudorache, Angela Stan.
© 2024.
35 pages.
|
|
Sanjeev Kumar.
© 2024.
18 pages.
|
|
Sofia Loredana Tudor, Adriana Nicoleta Lazăr.
© 2024.
21 pages.
|
|
Mihai Elena Claudia.
© 2024.
26 pages.
|
|
Mihaela Suditu, Mihaela Badea.
© 2024.
20 pages.
|
|
|