Reorienting Teacher Education to Address Sustainable Development Through WikiQuESD
The purpose of this paper is to reveal how a newly advanced concept “WikiQuESD” could be utilized as a scaffolding hypermedia tool to enhance preservice teachers’ education for sustainable development (ESD) project-based learning. Through a naturalistic study, based on a group of 30 undergraduate students revealed that the use of WikiQuESD allowed preservice teachers to design and upload interactive ESD projects online through collecting, assessing, and integrating digital material available in the Web. They could also brainstorm, share, and discuss their project ideas, while the instructor could make comments and monitor the development process. These results imply that the learning power of the WikiQuESD and Wiki technology in general can transform teachers from software users to hypermedia authors.
- Åhlberg, M. (2004). Concept mapping for sustainable development. In A. J. Cañas, J. D. Novak &. M. González (eds.), Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Vol. 1 (pp. 34-44). Pamplona, Spain.Google Scholar
- Brush, T. A., & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. Journal of Interactive Online Learning, 1(2), 1–12.Google Scholar
- Clarke, M. (2004). Reflection: journals and reflective questions: a strategy for professional learning. Australian Journal of Teacher Education, 29(2), 11–23.Google Scholar
- Creswell, J.W. (2003). Research design. Qualitative, quantitative and mixed methods approaches. London: Sage Publications.Google Scholar
- Delors, J. (1996). Learning – The treasure within. Report to UNESCO of the International Commission on Education for the twenty-first century. Paris: UNESCO Publ.Google Scholar
- Dodge, B. (1998). WebQuests: A strategy for scaffolding higher level learning. Paper presented at the National Educational Computing Conference, San Diego, June 22-24, Retrieved 22 January 2011 from http://webquest.sdsu.edu/necc98.htm.
- Evans, J. (2006). Building bridges: Reflections on the problem of transfer of learning in mathematics. Educational Studies in Mathematics, 39(1–3), 23–44.Google Scholar
- Grundy, S. (2003). Curriculum: product or praxis?. Athens: Savvalas (in Greek).Google Scholar
- Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Columbus, OH: Merrill/Prentice-Hall.Google Scholar
- Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D.H. Jonassen (ed.), Handbook of research for educational communications and technology (pp. 693–719). New York: Macmillan.Google Scholar
- Jonassen, D., Howland, J., Moore, J., & Marra, R. (2003). Learning to solve problems with technology: A constructivist perspective. Upper Saddle River, NJ: Merril Prentice Hall (2nd ed.).Google Scholar
- Kostoulas-Makrakis, N., & Makrakis, V. (2008). Interculturality and education for a sustainable future. Heraklion: E-media University of Crete (in Greek).Google Scholar
- Krippendorff, K. (2004). Content analysis: An introduction to its methodology. London: Sage Publications.Google Scholar
- Makrakis, V. (2006). Preparing United Arab Emirates teachers for building a sustainable society. University of Crete: E-Media publications.Google Scholar
- Makrakis, V. (2008). An instructional design module of ICT that empowers teachers to integrate education for sustainable development across the curriculum. In C. Angeli & N. Valanides (eds.), Proceedings of the 6th Panhellenic Conference with International Participation on Information and Communication Technologies in Education (v.1, pp. 391–398). University of Cyprus.Google Scholar
- Makrakis, V. (2010a). The challenge of WikiQuESD as an environment for constructing knowledge in teaching and learning for sustainable development. Discourse and Communication for Sustainable Education, 1(1), 50–57.Google Scholar
- Makrakis, V. (2010b). Strategies to reinforce the role of ICT in teaching and learning for sustainability. In M. Witthaus, K. Candless & R. Lambert (eds.), Tomorrow Today (pp. 169–171). Leicester: Tudor Rose.Google Scholar
- Makrakis, V. (2011). ICT-enabled education for sustainable development: Merging theory with praxis. In M. Youssef & S.A. Anwar (eds.), Proceedings of the 4th Conference on e-Learning Excellence in the Middle East (pp. 410–419). Hamdan Bin Mohammed e-University, Dubai, UAE.Google Scholar
- Mezirow, J. (2003). Transformative learning. Athens: Metaixmio (in Greek).Google Scholar
- Miles, M. B., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.Google Scholar
- Neo, M., & Neo, K. (2001). Innovative teaching: using multimedia in a problem-based learning environment. Educational Technology & Society, 4(4), 19–31.Google Scholar
- Novak, J. D., & Cañas, D. A. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01, Rev 01-2008, Florida. Institute for Human and Machine. Retrieved 12 March 2011 from http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf.
- Paas, L. (2008). How ICTs can support education for sustainable development: Current uses and trends. Retrieved 12 March 2011 from http://www.iisd.org/pdf/2008/ict_education_sd_trends.pdf.
- Priest, A.M., & Sturgess, P. (2005). But is it scholarship? Group reflection as a scholarly activity. Studies in Learning, Evaluation, Innovation and Development, 2(1), 1-9. Retrieved 12 March 2011 from http://www.sleid.cqu.edu.au/viewissue.php?id=6.
- Raymond, A. (1997). The use of concept mapping in qualitative research: A multiple case study in mathematics education. Focus on Learning Problems in Mathematics, 19(3), 1–28.Google Scholar
- Sterling, S. (2001). Sustainable Education: Revisioning, Learning and Change. Totnes: Green Books.Google Scholar
- Stiler, G. M., & Philleo, T. (2003). Blogging and blogspots: An alternative format for encouraging reflective practice among preservice teachers. Academic Research Library, 123(4), 789–798.Google Scholar
- Tella, A., & Adu, E. (2009). Information Communication Technology (ICT) and curriculum development: the challenges for education for sustainable development. Indian Journal of Science and Technology, 2(3), 55–59.Google Scholar
- UNESCO Netherlands National Commission (2008). Culture and sustainable development: Executive summary. Netherlands National Commission for UNESCO.Google Scholar
- UNESCO (2005). Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability, UNESCO Education for Sustainable Development in Action. Technical Paper No 4, Retrieved 12 March 2011 from http://unesdoc.unesco.org/images/0014/001433/143370e.pdf.
- UNESCO (2006). Higher Education for Sustainable Development Education. UN Decade, 2005-2014- Section for Education for Sustainable Development (ED/PEQ/ESD). Paris: UNESCO Publ.Google Scholar
- Wals, A., & Blaze Corcoran, P. (2006). Sustainability as an outcome of transformative learning. In J. Holmberg & B. E. Samuelsson (eds.), Drivers and Barriers for Implementing Sustainable Development in Higher Education (pp. 103-110). UNESCO Education for Sustainable Development in Action Technical Paper N°3.Google Scholar
- Williams, G. (2004). Evaluating participatory development: tyranny, power and (re)politicization. Third World Quarterly, 25(3), 557–579.Google Scholar
- World Commission on Environment and Development (1987). Our common future. Oxford: Oxford University Press.Google Scholar
- Yang, S.-H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21.Google Scholar