Using Wikis to Scaffold Collaborative Knowledge Building for Pre-service Teachers

ID: 54490 Type: Full Paper
  1. Yuhe Yi, Jing Leng, and Xiaoqing Gu, Department of Educational Information Technology, East China Normal University, China

Tuesday, March 19 4:15-4:45 PM

Presider:
Yudi Zhu, University of Idaho, United States

Information technology has become a powerful driving force in the era of knowledge economy and globalization. Internationally, teachers are required to keep up with changes and constantly improve their knowledge and skills to face the challenges of the 21st century. The aim of this study is to adopt wiki as a tool to scaffold pre-service teachers’ collaborative knowledge building. The sample consists of 50 pre-service information technology teachers. Content analysis method is used to analyze the interactive texts generated during the collaborative activities. Research results indicate that wikis have a great potential for facilitating collaborative knowledge building for pre-service teachers. Moreover, the level of knowledge building in the phase of script modification is higher than that in the phase of script writing. Compared to the low-achievement group, the high-achievement group had a better learning motivation and engagement, deeper reflection consciousness and stronger ability to collaborate with others. These findings could be useful for both pre-service and in-service teacher education practices. Implications and recommendations are discussed on how Wikis could promote collaboration knowledge building.

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