Electronic Documentation of Learning: Alternate Reflective Discussion Formats

Authors

  • Ann Sherman University of Calgary
  • Angela Rokne University of Calgary

DOI:

https://doi.org/10.37119/ojs2010.v16i1.50

Abstract

An electronic reflective journaling process is described here. Second year preservice teachers engaged with their professors through an electronic documentation of learning tool that was transformed over the period of a term. The practice of sharing, analyzing, deliberating and making professional judgments in a supportive, on-line, reflective process enhanced the ability of these new teachers to truly grasp the experiences they were engaged in. The process invited them to explore their beliefs and practices in ways that moved them beyond the simple functioning as a teacher, to truly becoming a teacher.

Keywords: preservice teachers; electronic reflective journaling; teacher education

Author Biography

  • Ann Sherman, University of Calgary
    My research interests include educational leadership with a focus on how administrators and teachers provide instructional leadership for colleagues particularly in the areas of science and mathematics. I have also done some research in the area of female leadership. I am interested in early childhood education and how we educate the whole child including the emotional, social and spiritual self.

Downloads

Published

2013-01-03

Issue

Vol. 16 No. 1 (2010): Spring 2010 Special Issue, Part 2: [Technology and Social Media] in education

Section

Articles

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

Most read articles by the same author(s)