Association for the Advancement of Computing in Education
Abstract
Structured reflections and metacognitive thinking of elementary teacher education students provide powerful opportunities for students’ self-efficacy growth, and the development of both mathematics and science related pedagogical content knowledge (PCK). Guided student-instructor reflections were already a part of an integrated mathematics and science methods class for preservice elementary teachers. A global learning dimension was added to further develop the reflective practice through cross-cultural discussions between students, as well as faculty, with their counterparts at a collaborating overseas university. The discussions were conducted using e-mail and were guided by a series of questions upon which students were to reflect with their 'e-mate’. The pilot of this project revealed problems with the establishment of dependable communication between the students. It also revealed the need for a more structured communication process, more guidance for students in online etiquette, and reconsideration of how students would be assessed for global learning activities
