Bepurpose of this study war to determine how contributing to a chs wiki affected the learning ofpreservice teachers enrolled in a language arts method chs. Participants included37preservice teachers
enrolled in three sections of ajekd-based language arts method chs during two semesters. Data collection included online observations of the development of the wikipages, studentsJ refictionsperiodicaliy posted in WebCl;jnul refictionr, e-mail correspondence, interview tmnscripts, and researcher
notes. Students' refictions indicate that contributing to the chs wiki Zed to a deeperprocessing of
the course content and war personal4 benejcial to the students in spite ofpersistent technology challenges. (Kyword: collaborative learning, preservice teachers, technology integration, Web 2.0, wiki)
%0 Journal Article
%1 matthew2009wiki
%A Matthew, Kathryn I
%A Felvegi, Emese
%A Callaway, Rebecca A
%D 2009
%I Taylor & Francis
%J Journal of Research on Technology in Education
%K collaborative documents editing learning shared wiki workspace writing חומרילימוד
%N 1
%P 51-72
%T Wiki as a collaborative learning tool in a language arts methods class
%U https://www.tandfonline.com/doi/pdf/10.1080/15391523.2009.10782541
%V 42
%X Bepurpose of this study war to determine how contributing to a chs wiki affected the learning ofpreservice teachers enrolled in a language arts method chs. Participants included37preservice teachers
enrolled in three sections of ajekd-based language arts method chs during two semesters. Data collection included online observations of the development of the wikipages, studentsJ refictionsperiodicaliy posted in WebCl;jnul refictionr, e-mail correspondence, interview tmnscripts, and researcher
notes. Students' refictions indicate that contributing to the chs wiki Zed to a deeperprocessing of
the course content and war personal4 benejcial to the students in spite ofpersistent technology challenges. (Kyword: collaborative learning, preservice teachers, technology integration, Web 2.0, wiki)
@article{matthew2009wiki,
abstract = {Bepurpose of this study war to determine how contributing to a chs wiki affected the learning ofpreservice teachers enrolled in a language arts method chs. Participants included37preservice teachers
enrolled in three sections of ajekd-based language arts method chs during two semesters. Data collection included online observations of the development of the wikipages, studentsJ refictionsperiodicaliy posted in WebCl;jnul refictionr, e-mail correspondence, interview tmnscripts, and researcher
notes. Students' refictions indicate that contributing to the chs wiki Zed to a deeperprocessing of
the course content and war personal4 benejcial to the students in spite ofpersistent technology challenges. (Kyword: collaborative learning, preservice teachers, technology integration, Web 2.0, wiki) },
added-at = {2019-03-04T12:38:07.000+0100},
author = {Matthew, Kathryn I and Felvegi, Emese and Callaway, Rebecca A},
biburl = {https://www.bibsonomy.org/bibtex/270ee03a5a0c605cc74178de4b3a12567/yish},
interhash = {b6a00791bdccd114b7daf940bae238c0},
intrahash = {70ee03a5a0c605cc74178de4b3a12567},
journal = {Journal of Research on Technology in Education},
keywords = {collaborative documents editing learning shared wiki workspace writing חומרילימוד},
number = 1,
pages = {51-72},
publisher = {Taylor & Francis},
timestamp = {2019-03-04T12:38:07.000+0100},
title = {Wiki as a collaborative learning tool in a language arts methods class},
url = {https://www.tandfonline.com/doi/pdf/10.1080/15391523.2009.10782541},
volume = 42,
year = 2009
}