Integrating Electronic Forums and Concept Mapping With a Science Methods Course for Preservice Elementary Teachers

Abstract

Teachers cite insufficient release time as a barrier for learning and planning to implement instructional technology. Undergraduate methods courses should respond by providing experiences for future educators to learn with technology. An action research project that spanned three annual offerings of an elementary science methods course sought to enhance preservice teachers' perceptions of the educational value and degree to which they would like to employ electronic forums and concept mapping. Related assignments engaged preservice teachers in developing, implementing in practicum, and sharing science instruction with their peers. Post-course ratings (years 1998, 1999, 2000) of preservice teachers' perceptions of the value and future use of electronic forums and concept mapping were analyzed via one-way ANOVA with Tukey paired comparisons: Statistically significant (p's = .000 to .011) increases were revealed for the year 2000 compared to one or both of the earlier offerings. These technology tools can foster a community-centered learning environment for preservice teachers while helping them master professional preparation competencies set forth in the National Educational Technology Standards.