Effects of computer-based scaffolds on reflective journal writing

How to improve preservice teachers critical
reflection capability remains an actively debated
topic. Recent years have witnessed an emergence of
development in Web-based educational systems to help
prepare teacher candidates. However, scaffolding for
the articulative/reflective attribute of meaningful
learning is rarely evident in these systems. The book
used explanatory mixed methods to examine the effects
of two computer-based scaffolds, question prompts and
writing process display, on preservice teachers
reflective journal writing. The context of this
book was a large scale electronic portfolio system.
Quantitative results indicated that the scaffolds
significantly enhanced participants reflective
thinking capability, and qualitative results
explained why. Hence, it is hoped that the analyses
and results of the book can help inform others on how
to leverage the affordances of computer-based
scaffolds to enhance preservice teachers reflective
practice in technology-enhanced educational systems.

Autorentext
Guolin Lai, Ph.D.: Instructional Technology at Georgia State University of USA. Instructor at University of Louisiana at Lafayette, USA.

Klappentext
How to improve preservice teachers' critical reflection capability remains an actively debated topic. Recent years have witnessed an emergence of development in Web-based educational systems to help prepare teacher candidates. However, scaffolding for the articulative/reflective attribute of meaningful learning is rarely evident in these systems. The book used explanatory mixed methods to examine the effects of two computer-based scaffolds, question prompts and writing process display, on preservice teachers' reflective journal writing. The context of this book was a large scale electronic portfolio system. Quantitative results indicated that the scaffolds significantly enhanced participants' reflective thinking capability, and qualitative results explained why. Hence, it is hoped that the analyses and results of the book can help inform others on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers' reflective practice in technology-enhanced educational systems.