Abstract
The chapter reports on a study that aimed to investigate the thinking progression and understanding of second year undergraduate pre-service teachers about the concept of “e-learning” before and after the completion of the course Introduction of e-learning. It sought to understand what the students selected as keywords that were associated with e-learning for their pre-course concept maps and how they shifted them in the post-course concept maps to demonstrate their understanding of e-learning and in particular its integration into teaching and learning. A framework for e-learning in the context of teacher education and pre-service teachers’ preparation for ICT integration into professional teaching is developed that forms the basis for the qualitative analysis of the concept maps. The study takes a case-study approach where growth (or non-growth) in thinking between pre- and post-course concept maps was studied in more detail for nine cases, three in each of the high-, middle- and low-scoring groups. The chapter presents and discusses the variations in the students’ thinking as demonstrated by their concept maps, and discusses the benefits and limitations of using concept maps in capturing pre-service teachers’ understanding of e-learning and its integration into their professional teaching.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Akinsanya, C., & Williams, M. (2004). Concept mapping for meaningful learning. Nurse Education Today, 24, 41–46.
Anderson, J. (2005). IT, e-learning and teacher development. International Education Journal, 5(5), 1–14.
Ausubel, D. P. (1968). Educational psychology, a cognitive view. New York, NY: Holt, Rinehart and Winston.
Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
Hershey, P. A., & Idea Group Publishing New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
Hui, S. K., Huang, Y., & George, E. I. (2008). Model-based analysis of concept maps. Bayesian Analysis 3(3), 479–512.
Jones, A. (2003). ICT and future teachers: Are we preparing for e-learning? Paper presented at the IFIP Working Groups 3.1 and 3.3 Working Conference: ICT and the Teacher of the Future, The University of Melbourne, Australia, 27–31 January, 2003.
Koc, M. (2012). Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education. Australasian Journal of Educational Technology, 28(4), 656–670.
McMahon, M., & Pospisil, R. (2005). Laptops for a digital lifestyle: Millennial students and wireless mobile technologies. In H. Goss (Ed.), ASCILITE 2005 Balance, Fidelity, Mobility: maintaining the momentum? Proceedings of the 22nd annual conference of the Australasian Society for Computers in Learning in Tertiary Education (Vol. 2, pp. 421–431). Brisbane: ASCILITE.
Ministry of Education. (2002). Digital Horizons: learning through ICT. New Zealand: Ministry of Education.
Ng, W., & Hanewald, R. (2010). Concept maps as a tool for promoting online collaborative learning in virtual teams with pre-service teachers in Marriott, R. & Torres, P. (Eds), Handbook of Research on Collaborative Learning using Concept Mapping (pp. 81–99). Hershey, PA, USA: IGI Global Publishing.
Ng, W., (2012). Empowering scientific literacy through digital literacy and multiliteracies. New York, NY: Nova.
Nichols, M. (2003). A theory for eLearning. Educational Technology & Society, 6(2), 1–10.
Nixon, H., Atkinson, S., & Beavis, C. (2006). New media pathways: Navigating the links between home, school and the workplace in Tan, L.W.H. and Subramaniam, R. (Eds.), Handbook of Research on Literacy in Technology at the K1-2 Level (pp. 118–136). Hershey, PA: Idea Group Publishing.
Novak, J. D., & Cañas, A. J. (2006). The origins of the concept mapping tool and the continuing evolution of the tool. Information Visualization, 5, 175–184.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York, NY: Cambridge University Press.
Oblinger, D. G. (2003). Boomers & gen-Xers, millennials: Understanding the “new students”. EDUCAUSE Review, 38(4), 37–47.
Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the next generation. Washington, DC: EDUCAUSE.
Papert, S. (1980). Mindstorms. New York, NY: Basic Books.
Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge. London: Penguin University Books.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). Retrieved July 12, 2012 from http://www.marcprensky.com/writing/prensky-digital natives, digital immigrants-part1.pdf.
Retrieved July 29, 2012, from http://crpit.com/confpapers/CRPITV23Jones.pdf.
Schaal, S., Bogner, F. X., & Girwidz, R. (2010). Concept mapping assessment of media assisted learning in interdisciplinary science education. Research in Science Education, 40, 339–352.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 51, 1–22.
So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116.
Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. M. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183–1202.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-Learning outcomes. Information & Management, 45(8), 513–521.
Wright, N. (2010). e-Learning and implications for New Zealand schools: A literature review. New Zealand: Ministry of education. Retrieved August 2, 2012, from http://www.educationcounts.govt.nz/_data/assets/pdf_file/0006/77667/948_ELearnLitReview.pdf.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media New York
About this chapter
Cite this chapter
Ng, W. (2014). Investigating Through Concept Mapping Pre-service Teachers’ Thinking Progression About “e-Learning” and Its Integration into Teaching. In: Ifenthaler, D., Hanewald, R. (eds) Digital Knowledge Maps in Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3178-7_5
Download citation
DOI: https://doi.org/10.1007/978-1-4614-3178-7_5
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-3177-0
Online ISBN: 978-1-4614-3178-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)