Abstract
It is without question that technology in schools is here to stay. Educators have always been interested in the extent to which technology can be used to transform education and enhance student learning; however, the degree to which it is utilized in teacher preparation programs for pre-service teachers in terms of Web 2.0 use with future students is under debate. Web 2.0 use can be a particularly interesting tool for teachers to use in differentiating instructional strategies for students with disabilities in inclusive settings. Therefore, it is worthwhile for teacher preparation programs to look at how Web 2.0 platforms can further support students in special education in such settings. The following study delineates data from a study of N = 82 pre-service teachers. Throughout the course of this study, all students were administered a pre- and post-survey that asked questions specific to current knowledge of Web 2.0 and the extent to which they thought it could be used in their future teaching practices. In addition, all students completed an assignment within their respective courses that embedded a specific Web 2.0 component. This assignment required pre-service teacher candidates to utilize the Pinterest platform to find and ‘pin’ educational materials specific to students with whom they will work with in future inclusive classrooms, relative to the various categories of special education.
Highlights
Learning how to teach is an art, one that is continually crafted year after year of being in a classroom
2.0 in classrooms? We found that a low number of our participant group was not familiar with Web 2.0 platforms at the beginning of the study
To reduce the risk of any negative consequences in terms of program and course quality, the following recommendations can be made: (1) stimulate a well-managed approach to the embedding of Web 2.0 tools and processes within course learning activities by providing support for instructors in appropriate management and assessment practices; (2) stimulate an environment in which digitally literate students are supported and encouraged in their use of Web 2.0 tools and processes; (3) develop institutional procedures and guidelines for the use and reuse of learning resources from professional providers and those contributed by students (p. 102) [20]
Summary
Learning how to teach is an art, one that is continually crafted year after year of being in a classroom. Strong preparation can enhance pre-service teachers’ abilities to effectively utilize instructional strategies with their students. Pre-service teachers can enter their future classroom feeling prepared to utilize technology as a form of instruction. One form of instruction that is used to support pre-service teachers in pedagogical preparation is Bloom’s Taxonomy. Bloom’s Taxonomy is a framework used by educators to develop a knowledge-building pedagogical (the method and practice of teaching) interchange between teachers and students [1]. Bloom’s Taxonomy consists of six major categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. Use of this framework allows pre-service teachers to develop strong pedagogical practices in the development of effective lessons. By utilizing Bloom’s Taxonomy with Web 2.0, Educ.
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