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Chapter 6
Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
A process we are classmates provide assessment feedback, usually based on a rubric or other specific suggestions during the writing process.
Published in Chapter:
Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses
Peggy Semingson (The University of Texas at Arlington, USA), Amanda Hurlbut (The University of Texas at Arlington, USA), Dana Owens (The University of Texas at Arlington, USA), and Marla Robertson (The University of Texas at Arlington, USA)
Copyright: © 2017 |Pages: 24
DOI: 10.4018/978-1-5225-0892-2.ch006
Abstract
Higher education is seeing increasing trends towards online education (Allen & Seaman, 2010). This chapter provides a framework for the inclusion of digital writing with online teacher education courses. As writing instruction and writing pedagogy moves from print-based literacy practices towards multimodal and paperless/digital writing practices (Mills, 2010), teacher educators must stay current and informed about methods that are best suited towards digital writing pedagogies. We provide four practical examples that showcase ways to support online learners with digital writing; these examples are shared through brief vignettes from four university faculty within a large teacher education program where online learning predominates. Specific support tools such as clear instructions, rubrics, procedural checklists, descriptions of digital writing assignments, and connections to theory and scholarship provide a starting place for those interested in including digital writing within teacher education courses, particularly online teacher education courses.
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