How Did Directed Prompts Shape Preservice Teacher Reflection an Online Technology Integration Class?

• In Event: Teacher knowledge and reflection

Short Description

This case study explores how three types of directed prompts have shaped preservice teacher reflection in an online technology integration class. A total of 21 preservice teachers’ written reflection collected at the end of the semester was coded at the sentence level as descriptive, assertive, evaluative, or aspirational reflection. An abductive approach was used to propose plausible explanations for the quantitative and qualitative differences analyzed, resulting in identifying design features of the reflection prompts.

Authors

• Presenter: Jiyoon Jung, Valdosta State University

• Presenter: Ya-Huei Lu, East Carolina University

• Contributor: Ai-Chu Ding, Ball State University