Search results for: Asynchronous discussions

This article describes the ways opportunities and constraints in online mathematics teacher education (OMTE) and the authors' view of learning encouraged a deeper consideration of the role of environment in their teaching practice. Central to this discussion are the authors' values and the understandings mathematics teacher educators (MTEs) bring to OMTE and the conflicts between understandings of the online environment and views of learning that undergirded the instructional activities created. This article focuses on the MTEs’ development as teachers in online environments.

The purpose of this study is to explore the alternative-licensed teachers' (ALTs) perceptions of how an asynchronous discussion board mediated learning literacy methods courses. Forty-four ALTs from Southern California were enrolled in the two courses and taught literacy teaching methods using the asynchronous discussion hoard as a tool of extending learning. The findings indicated that the technology has the potential to generate positive structure and support for learning. Furthermore, complement their responses with class discussions encouraged the participants to adopt multiple voices and and viewpoints that were different from theirs and made their own voices heard. Finally, the author discusses the implications of the findings.