TY - JOUR
T1 - The Transformation of Instruction through Technology
T2 - Promoting Inclusive Learning Communities in Teacher Education Courses
AU - Boling, Erica C.
N1 - Publisher Copyright:
© 2003, Copyright Taylor & Francis Group, LLC.
PY - 2003/1/1
Y1 - 2003/1/1
N2 - This study investigates how a group of experienced teacher educators and doctoral students used the hypermedia program Reading Classroom Explorer (RCE) in their literacy methodology courses and how the program impacted instructors and their teaching. The study focuses on how RCE was used, how well it fit with instructors' course goals and assignments, and the conditions that influenced its continued use. Findings reveal that all instructors found ways to integrate RCE into their courses in order to solve various teaching dilemmas. However, doctoral students faced unique challenges in comparison to experienced instructors as they attempted to meaningfully integrate RCE into their courses. RCE challenged all instructors to think about teaching, learning, and learners in new and different ways and inspired them to use more learner-centered teaching approaches. This, in turn, provided their students with opportunities to participate in and learn about teaching strategies that support a more inclusive learning community.
AB - This study investigates how a group of experienced teacher educators and doctoral students used the hypermedia program Reading Classroom Explorer (RCE) in their literacy methodology courses and how the program impacted instructors and their teaching. The study focuses on how RCE was used, how well it fit with instructors' course goals and assignments, and the conditions that influenced its continued use. Findings reveal that all instructors found ways to integrate RCE into their courses in order to solve various teaching dilemmas. However, doctoral students faced unique challenges in comparison to experienced instructors as they attempted to meaningfully integrate RCE into their courses. RCE challenged all instructors to think about teaching, learning, and learners in new and different ways and inspired them to use more learner-centered teaching approaches. This, in turn, provided their students with opportunities to participate in and learn about teaching strategies that support a more inclusive learning community.
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U2 - 10.1080/01626620.2003.10463280
DO - 10.1080/01626620.2003.10463280
M3 - Article
AN - SCOPUS:85007794991
SN - 0162-6620
VL - 24
SP - 64
EP - 73
JO - Action in Teacher Education
JF - Action in Teacher Education
IS - 4
ER -