Role of Hypermedia Cases on Preservice Teachers' Views of Reading Instruction

摘要

In this paper, Hughes, Packard, and Pearson ask how the use of Reading Classroom Explorer (RCE) (a hypermedia learning environment which they developed) influences beginning teachers thinking about reading issues. Students course papers were analyzed, statement by statement, to identify claims, questions, interpretations, and summaries in relation to RCE content. Participants were clustered into three groups, reflecting the degree to which they used RCE in their course papers: investors (high referral to RCE, even when not required in an assignment); compliers (referral to RCE when required to do so for an assignment); and resisters (low or even negative referral to RCE). The course papers were evidence, Hughes et al. argue, that involvement in an interactive learning environment such as RCE increases beginning teacher's awareness of multiple perspectives and approaches to teaching reading. However, Hughes et al. caution that the long-term impact on these teacher's classroom practice has yet to be established.