Thursday, March 28
2:45 PM-3:05 PM
CDT
Salon 825

Readable/Writable Web use in Early Childhood Teacher Education

Brief Paper ID: 38348
  1. aaa
    Donna Karno
    University of Maine at Farmington
  2. Betsy Squibb
    University of Maine at Farmington

Abstract: This qualitative, exploratory study investigates how students in an early childhood teacher education program use the readable/writable Web to build common resource pools (CRPs) (Ostrom, 2000). Two different sections of Teaching Social Science to Young Children engaged in a Blog assignment, looking at how students used the readable/writable Web for information gathering and exchanging. One section of the course was composed of birth to grade 3 pre-service teachers, with the second section composed of birth to five service teachers. The assignment included Blog prompts which engaged the students in posting information and commenting on other students’ postings. At the end of the Blog assignment, students were asked a series of questions regarding the learning experience of using the Blog. This study gathered data on two different student populations, taking the same course which will aid in the understanding of how early childhood professionals are using the readable/writable Web.

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