Pub Date : 2002-03-01DOI: 10.1080/14759390200200120
Jim Hewitt, R. Reeve, Hema Abeygunawardena, Dale Vaillancourt
Abstract This article describes a case study in which pre-service teachers mentored students over the Internet as part of their teacher education program. The pre-service teachers used Knowledge Forum software to communicate with students engaged in collaborative on-line science investigations. Two reoccurring (and possibly related) problems were identified. First, the pre-service teachers had little previous experience facilitating student-led investigations, and often attempted to direct student research. Second, the messages they wrote sometimes closed down student threads. Despite these problems, interview data suggest that the pre-service teachers found the experience to be professionally valuable. Telementoring may offer schools of education a means of exposing new teachers to alternative instructional methodologies and forging tighter links between educational theory and educational practice.
{"title":"Pre-service teachers as telementors: exploring the links between theory and practice","authors":"Jim Hewitt, R. Reeve, Hema Abeygunawardena, Dale Vaillancourt","doi":"10.1080/14759390200200120","DOIUrl":"https://doi.org/10.1080/14759390200200120","url":null,"abstract":"Abstract This article describes a case study in which pre-service teachers mentored students over the Internet as part of their teacher education program. The pre-service teachers used Knowledge Forum software to communicate with students engaged in collaborative on-line science investigations. Two reoccurring (and possibly related) problems were identified. First, the pre-service teachers had little previous experience facilitating student-led investigations, and often attempted to direct student research. Second, the messages they wrote sometimes closed down student threads. Despite these problems, interview data suggest that the pre-service teachers found the experience to be professionally valuable. Telementoring may offer schools of education a means of exposing new teachers to alternative instructional methodologies and forging tighter links between educational theory and educational practice.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125526061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/14759390200200124
H. Tanner, Sonia Jones
Abstract An open and distance learning version of the full-time mathematics Postgraduate Certificate of Education (PGCE) course has been developed and trialled at the University of Wales Swansea. This was a part of a larger collaborative project, ‘HATT, 2000’ between the constituent colleges of the University of Wales which aimed to use the affordances of information and communications technology to enhance PGCE programmes and to widen access to teacher training in Wales. The project made use of conferencing email, web-based bulletin boards and streaming video to provide an alternative to some of the usual college-based elements of the course. This article discusses the pedagogical principles underpinning the design of the PGCE mathematics course, and focuses on the changes in the learning discourse arising from the affordances of the technology.
{"title":"Using information and communications technology to support interactive teaching and learning on a secondary mathematics initial teacher training course","authors":"H. Tanner, Sonia Jones","doi":"10.1080/14759390200200124","DOIUrl":"https://doi.org/10.1080/14759390200200124","url":null,"abstract":"Abstract An open and distance learning version of the full-time mathematics Postgraduate Certificate of Education (PGCE) course has been developed and trialled at the University of Wales Swansea. This was a part of a larger collaborative project, ‘HATT, 2000’ between the constituent colleges of the University of Wales which aimed to use the affordances of information and communications technology to enhance PGCE programmes and to widen access to teacher training in Wales. The project made use of conferencing email, web-based bulletin boards and streaming video to provide an alternative to some of the usual college-based elements of the course. This article discusses the pedagogical principles underpinning the design of the PGCE mathematics course, and focuses on the changes in the learning discourse arising from the affordances of the technology.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132154719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200114
Peter Birmingham, C. Davies
Abstract In the spring term of 2000, a small-scale research project was undertaken by the authors to investigate the ways in which secondary schoolaged children and their teachers might use an example of state-of-the-art educational software within their ongoing study of William Shakespeare's Macbeth, and the nature of the impact such use might have on teaching and learning. The piece of software in question was a prototype of Kar2ouche®– a storyboard tool which provides the user with the capability to create, capture, store, retrieve and interact with a range of images and texts. The development of the software and the classroom-based research into the implications for teaching and learning of advanced uses of information and communications technology in the classroom are funded by Intel. This article describes three trial lessons using Kar2ouche® and reports on two distinct ways in which this technology made a valuable contribution to pupils' learning by encouraging them to explore beneath the surface of the text of the play in order to gain a deeper understanding of plot, mood, atmosphere and character motivation. The article also addresses the notion of interactivity in educational software and the central importance of the teacher in light of these findings
{"title":"Storyboarding shakespeare: learners' interactions with storyboard software in the process of understanding difficult literary texts","authors":"Peter Birmingham, C. Davies","doi":"10.1080/14759390100200114","DOIUrl":"https://doi.org/10.1080/14759390100200114","url":null,"abstract":"Abstract In the spring term of 2000, a small-scale research project was undertaken by the authors to investigate the ways in which secondary schoolaged children and their teachers might use an example of state-of-the-art educational software within their ongoing study of William Shakespeare's Macbeth, and the nature of the impact such use might have on teaching and learning. The piece of software in question was a prototype of Kar2ouche®– a storyboard tool which provides the user with the capability to create, capture, store, retrieve and interact with a range of images and texts. The development of the software and the classroom-based research into the implications for teaching and learning of advanced uses of information and communications technology in the classroom are funded by Intel. This article describes three trial lessons using Kar2ouche® and reports on two distinct ways in which this technology made a valuable contribution to pupils' learning by encouraging them to explore beneath the surface of the text of the play in order to gain a deeper understanding of plot, mood, atmosphere and character motivation. The article also addresses the notion of interactivity in educational software and the central importance of the teacher in light of these findings","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115135253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200116
J. Pearson
Abstract This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised.
{"title":"Information technology in education: policy and provision in Hong Kong schools","authors":"J. Pearson","doi":"10.1080/14759390100200116","DOIUrl":"https://doi.org/10.1080/14759390100200116","url":null,"abstract":"Abstract This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133965787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200113
M. Åhlberg, A. Kaasinen, Taina Kaivola, Lea Houtsonen
Abstract Environmental education (EE) is a problematic field in teacher education for many reasons. First, there is no consensus about its central concepts. Second, environmental education emerged as a response to environmental problems. Environmental educators do not agree on what are real environmental problems and what are exaggerated fears. For many educators, global warming is a serious environmental problem, but for those who view it in a geological perspective of long-term climatic change, it is not such a problem. When teachers are provided with the possibility of sharing problems of EE and building knowledge collaboratively with university experts, what do they do? What kind of problems do teachers regard as important? What kinds of problems do the university experts regard as important? These questions were investigated through the use of a database program called Knowledge Forum®. Knowledge Forum®is a shared virtual environment for collaborative knowledge building. This article analyses the use of the database in the 1st year (September 2000–September 2001) of the Organisation for Economic Cooperation & Development Environment and School Initiativesproject on the theme of ‘Learnscapes, Ecoschools and Teacher Education’. The results are discussed in the context of international research and development in collaborative knowledge building for promoting European environmental education in teacher education
{"title":"Collaborative knowledge building to promote in-service teacher training in environmental education","authors":"M. Åhlberg, A. Kaasinen, Taina Kaivola, Lea Houtsonen","doi":"10.1080/14759390100200113","DOIUrl":"https://doi.org/10.1080/14759390100200113","url":null,"abstract":"Abstract Environmental education (EE) is a problematic field in teacher education for many reasons. First, there is no consensus about its central concepts. Second, environmental education emerged as a response to environmental problems. Environmental educators do not agree on what are real environmental problems and what are exaggerated fears. For many educators, global warming is a serious environmental problem, but for those who view it in a geological perspective of long-term climatic change, it is not such a problem. When teachers are provided with the possibility of sharing problems of EE and building knowledge collaboratively with university experts, what do they do? What kind of problems do teachers regard as important? What kinds of problems do the university experts regard as important? These questions were investigated through the use of a database program called Knowledge Forum®. Knowledge Forum®is a shared virtual environment for collaborative knowledge building. This article analyses the use of the database in the 1st year (September 2000–September 2001) of the Organisation for Economic Cooperation & Development Environment and School Initiativesproject on the theme of ‘Learnscapes, Ecoschools and Teacher Education’. The results are discussed in the context of international research and development in collaborative knowledge building for promoting European environmental education in teacher education","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116799933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200117
A. Pritchard
Abstract This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT
{"title":"Meeting the requirements of the initial teacher training national curriculum for the use of information and communications technology in subject teaching, with one year's cohort of postgraduate primary trainees","authors":"A. Pritchard","doi":"10.1080/14759390100200117","DOIUrl":"https://doi.org/10.1080/14759390100200117","url":null,"abstract":"Abstract This article reports on a small-scale investigation into the effectiveness of a new information and communications technology (ICT) module for Postgraduate Certificate of Education primary trainees. The trainees are audited and later surveyed. Those involved with training in the school/university partnership are also questioned about the trainees' use of ICT in the classroom. A survey of attitude towards the use of ICT in primary schools gives interesting results which in many ways reinforce the expectations of this type of investigation. Two definitions of the usefulness of work with computers in the primary school are offered: for future functionality, and for wider learning benefits. The article concludes that the module was effective, but with certain provisos. The notions of future functionality and wider learning benefits are highlighted as an area for further investigation with a view to recommending more explicit involvement of trainees and with more well-defined, subject-centred work in ICT","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116581241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200115
Derek C. Glover, Dave Miller
Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff
{"title":"Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school","authors":"Derek C. Glover, Dave Miller","doi":"10.1080/14759390100200115","DOIUrl":"https://doi.org/10.1080/14759390100200115","url":null,"abstract":"Abstract This article reports on the impact on teaching of the introduction of interactive whiteboard technology into one secondary comprehensive school. It uses research evidence from a whole-staff questionnaire and in-depth structured interviews with one third of the staff. It outlines the views of both staff and students and describes the use, learning and teaching implications, problems and potential of the technology. Findings are related to two typologies – that of use as an aid to efficiency, extension or transformation in teaching, and that of teacher attitudes as missioners, tentatives or Luddites. It concludes that problems with use and limited impact on learning and teaching are more likely to occur where teachers fail to appreciate that interactivity requires a new approach to pedagogy. Training and personal development involving coaching and mutually reflective activity is of the greatest help to staff","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129083882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200111
A. Loveless
As I begin a new role as the fifth editor of the Journal of Information Technology for Teacher Education I acknowledge the encouragement and support that previous Editors have given me. Each has played a significant role in my own professional development in my work in teacher education and in taking on the responsibilities of editing this international journal. On behalf of the United Kingdom Association for Information Technology in Teacher Education (ITTE) I thank them for their commitment to the teacher education community in establishing and developing the journal and promoting scholarship in the field. We wish Niki Davis, Michelle Selinger and Patrick Dillon well in their new ventures and responsibilities. Taking on the editorship of an international journal which serves research and scholarship in the broad and fast-changing field of information technology (IT) in teacher education is a daunting task. I found it helpful to revisit some of the comments from previous editors in order to reflect upon the purpose, direction and development of the journal over the years. In the first issue in 1992, the late Brent Robinson wrote:
{"title":"Research in Information Technology in Teacher Education: moving on with a little help from our friends …","authors":"A. Loveless","doi":"10.1080/14759390100200111","DOIUrl":"https://doi.org/10.1080/14759390100200111","url":null,"abstract":"As I begin a new role as the fifth editor of the Journal of Information Technology for Teacher Education I acknowledge the encouragement and support that previous Editors have given me. Each has played a significant role in my own professional development in my work in teacher education and in taking on the responsibilities of editing this international journal. On behalf of the United Kingdom Association for Information Technology in Teacher Education (ITTE) I thank them for their commitment to the teacher education community in establishing and developing the journal and promoting scholarship in the field. We wish Niki Davis, Michelle Selinger and Patrick Dillon well in their new ventures and responsibilities. Taking on the editorship of an international journal which serves research and scholarship in the broad and fast-changing field of information technology (IT) in teacher education is a daunting task. I found it helpful to revisit some of the comments from previous editors in order to reflect upon the purpose, direction and development of the journal over the years. In the first issue in 1992, the late Brent Robinson wrote:","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131768303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-10-01DOI: 10.1080/14759390100200112
R. Thorpe, D. Roberts-Young
Abstract This article arises from an evaluation of the Welsh Office Multimedia Portables Project1998–1999, in which two teachers from each of 54 primary and junior schools and one special school in Wales were provided with multimedia portables to explore the impact of their introduction. A particular aim was to improve pupil attainment in the area of Key Stage 2 literacy through the use of information and communications technology. From this evaluation different stages of development in collaborating and networking emerge and the factors that contribute to progression in both teachers and pupils are identified and examined. The article discusses some of the issues surrounding the use of technology in the primary years and goes on to relate features of the project to conditions for change and McDougall & Squires's (1997) framework for evaluating teacher professional development. It concludes by suggesting that the use of portables in the primary school can lead to wider collaboration and networking and identifies factors that may influence this progression.
{"title":"Portable computers: a catalyst for collaboration? a study of how the use of multimedia portable computers in primary schools can affect teacher and pupil collaboration","authors":"R. Thorpe, D. Roberts-Young","doi":"10.1080/14759390100200112","DOIUrl":"https://doi.org/10.1080/14759390100200112","url":null,"abstract":"Abstract This article arises from an evaluation of the Welsh Office Multimedia Portables Project1998–1999, in which two teachers from each of 54 primary and junior schools and one special school in Wales were provided with multimedia portables to explore the impact of their introduction. A particular aim was to improve pupil attainment in the area of Key Stage 2 literacy through the use of information and communications technology. From this evaluation different stages of development in collaborating and networking emerge and the factors that contribute to progression in both teachers and pupils are identified and examined. The article discusses some of the issues surrounding the use of technology in the primary years and goes on to relate features of the project to conditions for change and McDougall & Squires's (1997) framework for evaluating teacher professional development. It concludes by suggesting that the use of portables in the primary school can lead to wider collaboration and networking and identifies factors that may influence this progression.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129694474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-07-01DOI: 10.1080/14759390100200106
M. Leask, S. Younie
Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation.
{"title":"Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum","authors":"M. Leask, S. Younie","doi":"10.1080/14759390100200106","DOIUrl":"https://doi.org/10.1080/14759390100200106","url":null,"abstract":"Abstract This article explores communal constructivism as a unifying theory that encapsulates the ways in which information and communications technology (ICT) enables learners to collaboratively create knowledge. The authors review the research outcomes from several international ICT projects in the light of communal constructivist learning theory, which provides a rationale and explanations for some of their findings exploring the effectiveness of new pedagogical practices emerging in ICT-rich innovative learning environments. They argue that the term ‘communal constructivism’ conveys a meaning that captures specific elements of the additional value that various forms of ICT bring to learning environments, specifically the different forms of virtual and real community building, as well as the different ways in which knowledge is constructed, shared and reconstructed, published and republished by both teachers and learners alike. The aim of the article is to start the debate about communal constructivism as a unifying theory for aspects of ICT pedagogy, and to identify some of the characteristics of ICTrich learning environments where the authors suggest communal constructivist pedagogy is in operation.","PeriodicalId":179558,"journal":{"name":"Journal of Information Technology for Teacher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2001-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130132635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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