Shifting from Instruction to Construction: A Personal Meaningful Experience

John M Blocher, Jennifer Echols, Laura Sujo de Monies, Elizabeth Willis, Gary Tucker

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The Educational Technology faculty of a southwestern university with one of the largest teacher preparation programs within its state has developed an online M.Ed, in Educational Technology that models the philosophy of technology's integration from a constructionist philosophy. As evidence, students are required to submit a capstone portfolio that documents their passage through the program and details the culminating meaningful product/project that they constructed within their own teaching practice. The purpose of this paper is to provide a case study of a student's passage through the M. Ed. in Ed. Tech. degree program and her subsequent experience in integrating her newly acquired knowledge, skills, and methods in the real world of her own teaching practice: especially her dilemma in assessing her students' learning as she shifts her educational philosophy from instruction to construction.

Original languageEnglish (US)
Pages (from-to)74-78
Number of pages5
JournalAction in Teacher Education
Volume24
Issue number4
DOIs
StatePublished - Jan 1 2003

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educational technology
instruction
teaching practice
experience
student
university
teacher
learning
evidence
philosophy

ASJC Scopus subject areas

  • Education

Cite this

Shifting from Instruction to Construction : A Personal Meaningful Experience. / Blocher, John M; Echols, Jennifer; de Monies, Laura Sujo; Willis, Elizabeth; Tucker, Gary.

In: Action in Teacher Education, Vol. 24, No. 4, 01.01.2003, p. 74-78.

Research output: Contribution to journalArticle

Blocher, John M ; Echols, Jennifer ; de Monies, Laura Sujo ; Willis, Elizabeth ; Tucker, Gary. / Shifting from Instruction to Construction : A Personal Meaningful Experience. In: Action in Teacher Education. 2003 ; Vol. 24, No. 4. pp. 74-78.
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