Private path, public route': A multicultural group of teachers experiences Wiki-assisted learning
|Private path, public route': A multicultural group of teachers experiences Wiki-assisted learning|
|Published in||Technology, Pedagogy and Education|
|Keyword(s)||collaboration, educational technology, learning environment, literature, new literacy, peer evaluation, teachers' learning, teaching culture, Wiki, writing|
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Private path, public route': A multicultural group of teachers experiences Wiki-assisted learning is a 2013 journal article written in English by Poyas Y. and published in Technology, Pedagogy and Education.
This qualitative study examined how a multicultural group of experienced teachers (nine Arabs, ten Jews) used Wiki as an alternative platform for the construction of a shared interpretive knowledge base. None of the participants had had any prior experience with Wiki as a learning environment. Data were derived from the Wiki platform, teachers' oral and written feedback, and the lecturer's log. Generally, teachers expressed positive attitude towards learning in a Wiki environment. However, cultural differences relating to language, habitual ways of studying and evaluating, and perceptions of teacher-student roles in classrooms affected participation. Different ways of using Wiki were observed along a continuum from teachers' adaptation of Wiki to learners' characteristics to learners' adaptation of selves to Wiki characteristics. The findings may alert teacher educators to ways of integrating Wiki pedagogy into teachers' curricular thinking: an explicit discussion of Wiki pedagogy attributes; more than one experience with long-term Wiki projects; supportive and sharing environment; attention to language barriers; a constant presence of the lecturer in the 'discussion boards' to guide and share concerns.
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