Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes

This article describes and illuminates the challenges that the authors faced as we integrated a web-supported professional development system into elementary science methods courses housed at three different universities. Using a design experiment framework, the challenges and difficulties encountered while attempting to develop and sustain effective discussions about inquiry-based teaching are discussed. Three main issues were identified through this analysis: (a) creating meaningful interactions for preservice teachers, (b) supporting preservice teacher reflection and articulation of their belief systems, and (c) technical, social, and institutional challenges of using a World Wide Web based professional development system. The article closes with recommendations concerning the implementation of a web-based professional development system into elementary methods science courses and describes what appear to be successful strategies for fostering a collaborative atmosphere between teacher educators, preservice teachers, and in-service teachers.

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