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Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education

Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education

Joseph M. Piro, Nancy Marksbury
Copyright: © 2012 |Pages: 23
ISBN13: 9781609607500|ISBN10: 1609607503|EISBN13: 9781609607517
DOI: 10.4018/978-1-60960-750-0.ch010
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MLA

Piro, Joseph M., and Nancy Marksbury. "Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, et al., IGI Global, 2012, pp. 228-250. https://doi.org/10.4018/978-1-60960-750-0.ch010

APA

Piro, J. M. & Marksbury, N. (2012). Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education. In R. Ronau, C. Rakes, & M. Niess (Eds.), Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 228-250). IGI Global. https://doi.org/10.4018/978-1-60960-750-0.ch010

Chicago

Piro, Joseph M., and Nancy Marksbury. "Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, edited by Robert N. Ronau, Christopher R. Rakes, and Margaret L. Niess, 228-250. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-60960-750-0.ch010

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Abstract

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

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