Martha Hocutt

Teacher-Created, Teacher-Centered Weblogs: Perceptions and Practices

Abstract This paper describes the findings of a qualitative research study examining the perceptions and practices of inservice teachers who blog. Open-ended interviews and electronic dialogues were conducted with 16 K–12 bloggers to identify emergent themes. A content analysis of each participant’s Weblogs was conducted to confirm these findings. Findings suggest that when used by teachers, Weblogs can promote 1) reflective practice, and 2) collaboration and social interaction among users. Ethical issues related to the use of Weblogs are discussed as well. Reporting of this data may assist in forming a deeper understanding of the perceptions and practices related to teacher created, teacher centered Weblogs.

Use of an Online Simulation to Promote Content Learning

Educators seek effective methods of teaching concepts in ways that engage the learner. One potential method involves the use of simulations, including online simulations. In this exploratory study, researchers examined the pretest and posttest written products of 30 preservice social studies teachers to determine the amount and depth of knowledge before and after taking part in an online simulation. Results indicated that gains in knowledge from the pretest to the posttest were statistically significant, but that the depth of knowledge gained was rather limited in scope. Findings have implications for those considering using or designing online or other simulations as content learning tools in the social sciences and other educational fields.