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: © 2014 |Pages: 23
ISBN13: 9781466645028|ISBN10: 1466645024|EISBN13: 9781466645035
DOI: 10.4018/978-1-4666-4502-8.ch056
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MLA

Piro, Joseph M., and Nancy Marksbury. "Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education." K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 940-962. https://doi.org/10.4018/978-1-4666-4502-8.ch056

APA

Piro, J. M. & Marksbury, N. (2014). Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education. In I. Management Association (Ed.), K-12 Education: Concepts, Methodologies, Tools, and Applications (pp. 940-962). IGI Global. https://doi.org/10.4018/978-1-4666-4502-8.ch056

Chicago

Piro, Joseph M., and Nancy Marksbury. "Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education." In K-12 Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 940-962. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4502-8.ch056

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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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