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Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education

Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education

Ria Hanewald
Copyright: © 2014 |Pages: 19
ISBN13: 9781466649248|ISBN10: 1466649240|EISBN13: 9781466649255
DOI: 10.4018/978-1-4666-4924-8.ch008
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MLA

Hanewald, Ria. "Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education." Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, edited by Jared Keengwe, et al., IGI Global, 2014, pp. 128-146. https://doi.org/10.4018/978-1-4666-4924-8.ch008

APA

Hanewald, R. (2014). Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education. In J. Keengwe, G. Onchwari, & D. Hucks (Eds.), Literacy Enrichment and Technology Integration in Pre-Service Teacher Education (pp. 128-146). IGI Global. https://doi.org/10.4018/978-1-4666-4924-8.ch008

Chicago

Hanewald, Ria. "Using Digital Knowledge Maps to Integrate Technology into Pre-Service Teacher Education." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education, edited by Jared Keengwe, Grace Onchwari, and Darrell Hucks, 128-146. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4924-8.ch008

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Abstract

This chapter reports on the fostering of visual literacy skills through the integration of technology, specifically digital knowledge maps into a science communication course for 118 students at an Australian university. The aim of this action research is the enrichment of the existing course by fostering visual literacy and collaboration skills in students and integrating technology (i.e., C-maps tools for digital knowledge mapping) in order to prepare these future science teachers for the demands of the 21st century classroom. A mixed method research approach is employed for the data collection, which consists of three instruments: a survey, interviews, and student-generated artefacts. Findings indicate that students’ feedback on the integration of this technology and visual literacy enrichment experience is by and large positive as it helps them with their effective use of information and communication technologies (Web 2.0 tools) and develop their collaboration and visual literacy skills.

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