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DOES SCAFFOLDED BLOGGING PROMOTE PRESERVICE TEACHER REFLECTION? EXAMINING THE RELATIONSHIPS BETWEEN LEARNING TOOL AND SCAFFOLDING IN A BLENDED LEARNING ENVIRONMENT

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dc.contributor.advisor Brush, Thomas A. en_US
dc.contributor.author Tan, Ashley en_US
dc.date.accessioned 2010-06-01T22:03:59Z
dc.date.available 2027-02-01T23:03:59Z
dc.date.available 2010-06-19T16:37:58Z
dc.date.issued 2010-06-01T22:03:59Z
dc.date.submitted 2006 en_US
dc.identifier.uri http://hdl.handle.net/2022/7774
dc.description Thesis (PhD) - Indiana University, School of Education, 2006 en_US
dc.description.abstract This study examined the effect of two variables, type of online tool and type of hard scaffolding, on the levels of reflection by preservice teachers. The online tools were a discussion forum and personal weblogs (blogs). The scaffolding types were minimal and enhanced. The participants were forty-eight preservice teachers and their instructor from a course on integrating technology into K-12 environments. The preservice teachers reflected online after watching an online video case study and after planning a lesson that integrated technology. Multiple sources of data were collected and analyzed in order to triangulate findings: the reflective online discourse, two questionnaires, interviews with preservice teachers and the instructor, and observations of classroom and online behavior. Levels of reflection were measured by using a reflection rubric by Hawkes and Romiszowski (2001) and a reflection scale by Crotty and Allyn (2001). The results revealed that enhanced scaffolding had a statistically significant effect on promoting higher levels of reflection over minimal scaffolding. This was because the guiding questions in the enhanced scaffold provided structure and focus as well as an expert practitioner's perspective on technology integration. The type of online tool did not have a statistically significant effect on promoting higher levels of reflection. Results suggest that this was due to the different personal preferences of the preservice teachers and their perceived affordances of the online tools. This study suggests that the nature of scaffolding has a more critical role in promoting reflection than the technical affordances of the online tool. In addition, as a result of the computer-mediated discourse analysis, this study suggests a modified method of measuring reflection. en_US
dc.language.iso EN en_US
dc.publisher [Bloomington, Ind.] : Indiana University en_US
dc.rights This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject preservice teacher en
dc.subject blog en
dc.subject reflection en
dc.subject discussion forum en
dc.subject scaffolding en
dc.subject technology en
dc.subject.classification Education, Technology en_US
dc.subject.classification Education, Teacher Training en_US
dc.title DOES SCAFFOLDED BLOGGING PROMOTE PRESERVICE TEACHER REFLECTION? EXAMINING THE RELATIONSHIPS BETWEEN LEARNING TOOL AND SCAFFOLDING IN A BLENDED LEARNING ENVIRONMENT en_US
dc.type Doctoral Dissertation en_US


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This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. This work is licensed under the Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

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