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Faculty Reflections on Decision-Making and Pedagogical Use of Online Activities in Teacher Education
Abstract
Teacher educators preparing their students for 21st century schools are increasingly using online technologies in on-campus courses. While some teacher educators have used such activities for almost a decade and have migrated from learning management systems to wikis and blogs, others still struggle to structure and facilitate online activities effectively. Ten teacher educators’ decisions to use online activities in 23 face-to-face courses based on several criteria (class size, instructional goals, course type, students’ prior knowledge, and the content of classroom instruction) are described in this chapter. Faculty members’ reflections on their decisions, practical examples from different courses that they taught, and strategies they refined over time illustrated their focus on pedagogy as they migrated to newer technologies. The structure, design, and implementation of online activities discussed in this chapter could be useful to beginning educators, teacher developers, and instructional designers engaged in the integration of new technologies in higher education.
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