Blending Technology with Inquiry-Based Pedagogy: Implications for Learning and Teaching in Online Environments Designed for Graduate Level Teacher-Education Courses

摘要

This study is intended to further inform the construct for teacher-learners' transfer of technology first to their teaching dogma, secondly for their pedagogical praxis and ultimately for the paradigm of teaching and the students' learning environment. Although much has been written and reforms mandated about the professional development of teachers and the need for technology rich instruction more discrete information is needed about the teacher's learning being situated in technology learning environments. What evidence does the situated praxis of online discussions in the teaching of teachers offer to further the research of meaningful technology transfer into their classrooms?