Critical Reflection Through Virtual Discourse: Preservice Teachers' Use of an International Videoconference

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-4 - Exploring the Current Landscape of Technology, Instruction, Cognition, and Learning

Abstract

This study examined the use of videoconferencing in an instructional methodology course as a means to enrich the process of critical reflection. The findings suggest that the introduction of videoconferencing to a scaffolded reflection model enriched critical reflection on four topics: technology use; multicultural curriculum; web-based resource censorship; and accountability/assessment.

Authors

• James Scott Brown, Indiana University

• J. Spencer Clark, Utah State University