Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education

Michele D Dickey

doi:10.1080/09687760701482218

Abstract

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web-based distance education course for teacher education.DOI: 10.1080/09687760701482218

Highlights

With the widespread adoption of the International Society for Technology in Education standards in the United States for integrating technology into primary and secondary education and an increasingly greater emphasis being placed on educational technology in primary through secondary education worldwide, it is important that educational technology programs for pre-service primary through secondary teacher education students find innovative methods and models for the effective use of technology in teaching and learning
The span of the qualitative case study is by no means comprehensive, but rather is intended to examine both how methods and media can foster the integration of cognitive apprenticeship methods
The findings of this study revealed that various media and processes could help foster the integration of cognitive apprenticeship methods for a Web-based teacher education course

Summary

Introduction

With the widespread adoption of the International Society for Technology in Education standards in the United States for integrating technology into primary and secondary education and an increasingly greater emphasis being placed on educational technology in primary through secondary education worldwide, it is important that educational technology programs for pre-service primary through secondary teacher education students find innovative methods and models for the effective use of technology in teaching and learning. Because cognitive apprenticeship methods foster the emergence of practical skills within an authentic setting, finding methods of integrating cognitive apprenticeship methods in Web-based environments may provide an effective means to help enculturate pre-service primary through secondary teacher education students into the practice of integrating technology into their future teaching practices

Objectives

Methods

Results

Discussion

Conclusion