eJournaling and Professional Growth: The Impact of Multimedia Authorware on Teaching Interns’ Practice in Mathematics Education
Abstract: In the past, preservice undergraduates have been required to keep a written journal as a means of reflecting on their experiences in the field. Whether the entries were pen-and-paper or e-versions, students would be removed from the actual experience when it came time to process salient aspects of teaching and learning. With advances in digital technology, multimedia journal entries can be produced by preservice interns - entries that capture sights, sounds, and reflections from the field. An initial, qualitative analysis of reactions to using multimedia ejournals indicates that both mathematics education preservice teachers and their supervisors were convinced that deeper, more meaningful “conversations” about teaching/learning arose from the experience.