Preservice Teachers’ Perspectives on Blogging: Fostering Constructivist Practice Through Technology

• In Event: Issues in Constructivist Practice

Abstract

The demand for competencies with 21st century literacies is ever-increasing. As such, there are advantages for pre-service teachers to gain exposure to authentic technology usage through their college coursework. The purpose of this paper is to explore pre-service teachers’ perceptions of their experience responding to and analyzing texts via blogs for a children’s literature course, addressing the following questions: How do students view blogging in contrast to other modes of submitting assignments? What, if anything, do students perceive as advantages to blogging about books? The researchers share implications for practice based on feedback from students.

Authors

• Jan Renee Dinsmore, Eastern Oregon University

• Amanda Alice Villagomez, Eastern Oregon University

• Kerri Jo Wenger, Eastern Oregon University