THEN: Journal

Issue 8 is the latest complete issue. For previous issues, see the archives.

Issue No. 8: Winter, 2011

Feature Articles

Building wikis and blogs: Pre-service teacher experiences with web-based collaborative technologies in an interdisciplinary methods course (June 11, 2010)
John Lee (North Carolina State University)
Carl Young (North Carolina State University)

Abstract: This article describes findings from an investigation of student learning in a teacher education course using collaborative Web 2.0 technologies. Pre-service teachers in an interdisciplinary English language arts / social studies methods course completed a selection of activities using a course blog and a separate course wiki. The research focused on the following broadly conceived questions: How do pre-service teachers use collaborative web-based technologies in a methods course? To what extent does the use of collaborative web-based technologies affect the preparation of pre-service teachers? Students experienced mixed levels of success using the blog and wiki illustrating the need for careful consideration and further investigation when using Web 2.0 technologies.

Constructing democratic learning environments the wiki way (December 23, 2010)
Kakali Bhattacharya (Texas A & M University, Corpus Christi)

This study explores the ways in which wikis used in higher education contexts created communities of practice when driven by the instructor's need to create a democratic learning environment. Based on data from the integration of wikis for three and a half years in qualitative research methods classes, this paper establishes the ways in which students collaborated in projects, created safe learning environments, resisted certain expectations about collaborating using wikis, and negotiated the ways in which they were becoming independent learners. This study highlights instructional strategies for incorporating wikis and offers examples of students' work to discuss the ways in which construction of knowledge occurred.

Issue in progress:

Issue No. 9: Fall, 2011 (open for submissions)

Feature Articles

The prize-granting committee: A learner-centered approach to teaching contemporary world literature (June 29, 2011)
Danie Vollenweider (Undergraduate at University of Alabama)
Dr. Emily O. Wittman (University of Alabama)

This article describes a course in World Literature taught by Dr. Emily Wittman, who co-authors with undergraduate English major Danie Vollenweider. Making significant use of Web 2.0 technology, the course is run as a literary prize-granting committee loosely modeled on the Nobel committee. In this class it is the students themselves who, after reading about a number of international literary prizes, come up with their own evaluative criteria and prize name. Throughout the semester they discuss--in class and anonymously on wiki pages--the merits of several novels from across the globe. On the first day of class, students discuss what foreign-language books they have read; on the last, they debate and decide which novel should win the prize.

Bridging the Digital Divide with digital narrative (October 16, 2011)
Dennis Beck (University of Arkansas)
Constance Wyzard (Boise State University)

The Digital Divide references the distance between people with operational access to information technology and those with very limited or no access at all. Although many individuals have come to understand the Digital Divide, some still exhibit apathy toward those on the inadequate side of the divide. As a result, it is important that educators develop strategies to promote understanding and empathy toward those who have limited access and equity to technology. One way to do this is by exploring the effects of the Digital Divide on individual lives. This article chronicles the use of digital narrative as an instructional strategy for providing understanding of the Digital Divide issue and as a means of affecting attitudes toward this issue. Forty educational technology graduate students participated in a lesson on the Digital Divide using digital narrative and online storyboarding tools, with the hypothesis that students should have intellectual and emotional engagement with this issue. Results indicate that participants identified with those affected by the Digital Divide on personal, professional and academic levels. Emotional responses to the Digital Divide issue were common and focused on frustration/anger with the situation, as well as sadness and empathy toward those on the inadequate side of the divide. Most participants also exhibited engagement reactions ranging from becoming an active brainstormer to embracing the role of a change agent.