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Mid-Atlantic Regional Technology in Education Consortium
1301 Cecil B. Moore Ave.
Ritter Annex 9th Floor
Temple University - CRHDE
Philadelphia, PA 19122
800-892-5550
215-204-5130 (fax)
General Inquires:
Laurence Peters
Judith Stull
Technical Assistance:
Barry Mansfield
Professional Development:
Joan Pasternak
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Temple University Center for Research
in Human Development and Education |
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Investigating Technology and Culture
Two sections of the Temple University College of Education’s senior seminar were involved in a case study to investigate the ways in which novice teachers utilized RC to support their transition to professional practice. The students were in the process of completing their student teaching requirement for certification and their senior performance assessment certification required by the Commonwealth of Pennsylvania. Students were assigned to groups of three to four members, given prompts to guide their reflection, and asked to create an electronic portfolio of lessons while participating in self-reflection, peer feedback, and debriefing activities online related to their field experiences.
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RC’s online collaboration supports the learning trajectories of the participants and their professional challenges through a scaffolded reflection protocol anchored on artifacts that document their practices (e.g., samples of student work, lesson plans, instructional materials, assessment rubrics). MAR*TEC’s initial content analysis of the reflective conversations recorded electronically concentrated on understanding the evolution of reflective practice in novice teachers (Schifter, Sarmiento, Mansfield, & Pasternak, 2004). The present analysis, based on follow-up interviews conducted with the participating students, suggests that they constructed a use of RC that went beyond the initial design. This use allowed MAR*TEC to glimpse the ways in which participants transformed online environments into meaningful and purposeful interactions. In particular, interviews revealed how novice teachers understood their transition to professional practice as situated at the intersection of different spaces with different purposes, audiences, and cultures. These spaces include those related to the academic culture of a university, the pragmatically oriented culture of school operations, and the perspective of the students and their parents.
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