ERIC Number: ED421114
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 6
Abstractor: N/A
ISBN: N/A
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Available Date: N/A
Learning about Learning in an Introductory Educational Computing Course.
Niederhauser, Dale S.; Salmen, Donna J.; Fields, Matt
The introductory technology course for preservice teachers provides a forum for them to develop technological competency as they reflect on their own learning processes, develop a deeper understanding of learning theory, examine the relationship between theory and practice, critique the nature of school-based learning experiences, and analyze assumptions underlying instructional methods. To accomplish these goals, two instructional activities were designed to provide preservice teachers with a common learning experience that exemplified contrasting approaches to instruction. One activity was a highly structured, teacher-directed lesson based on a didactic instructional model. This activity involved developing a home page using HyperText Markup Language (HTML). Students completed the activity by working individually at a computer with little peer interaction. The second activity required students to assume primary responsibility for planning and implementing the project as they worked cooperatively to support each other as a community of learners. This activity involved creating a home page through a more active constructivist approach; students were encouraged to be creative and to share their work and expertise with their classmates. Most students reported increased motivation and a better understanding of material learned through constructivist methods, although some failed to see the relevance of connecting theory to practice.(AEF)
Descriptors: Comparative Analysis, Computer Literacy, Computer Uses in Education, Constructivism (Learning), Cooperative Learning, Educational Technology, Higher Education, Introductory Courses, Learning Activities, Learning Processes, Learning Theories, Preservice Teacher Education, Student Motivation, Student Reaction, Teaching Methods, Theory Practice Relationship
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
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Authoring Institution: N/A
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