Scaffolding Preservice Teacher Learning through Web-Based Discussion Forums An Examination of Online Conversations in the Reading Classroom Explorer Richard E. Ferdig. Laura R. Roehler. and P. David Pearson Abstract Research has offered evidence that teacher candidates are continually frustratedby what they consider to be a conflictbetlveen die ideas expressed in methods coUISeS and the practices they see in theirclassroom obselvations and practicum experiences. In response to this problem.a hypermediatool. Reading Classroom Explorer(RCE). was designed and developed to provide preservice teachers with video models of exemplary teaching excellence. The Web-based version of RCE allows discOurse. conversation. and social interaction among teacher candidates /earning about the reaching of lireracy through technologies such as discussion forums.shared online papers. and a shared note-taking tool. The purpose of thisresearr:h was toexplore how using theRCE discw,ion forums affected prrservice teacher learning. This article provides evidence of the benefits offadlitating suchconversations by presenting findings on the increase in students' understandings of teaching and learning after using the forums. T eacher candidates sometimes report frustration ·with the tension they see between their field experiences in elemen- tary classrooms and the usually reform-oriented instruc- tional techniques they learn about in their methods courses (Hughes. Packard. & Pearson, 1998a). Furthermore. they express concern about the conventional pedagogy of their methods classes that is "limited to anicles, books and lectures about methods of teaching reading and writing" (Ferdig, Hughes, Packard. & Pearson. 1998. p. 30). They feel the need to see.models of chal- lenging. reform-oriented teaching in action (Ferdig et al.: Hughes. Packard. & Pearson. in press). Even classroom observations and internship experiences can fail to provide teacher candidates with desirable teaching and learning experiences. Some candidates do not have opportunities to observe their subject matter of interest. others work in field sites that do not offer teaching examples that arc aligned with the pedagogical and theoretical focus of the uni- versity preparation programs. and still others are so busy 'help- ing" (e.g .. grading papers or managing groups) that they have few opportunities to watch expert pedagogy when it is offered. Furthermore, even when the models are strong. teacher candi- dates do nm necessarily possess the tools to transform observa- tions and practice into instances of deep reflection and ways of acting (see Dunkin, Precians. & Nettle. 1993; Feiman-Nemser & Buchman, 1986; Goodman & Fish. 1997; Hughes et al .. in press). Securing admission into a practicum or apprenticeship type of experience guarantees access to neither "truly meaningful experi- ences" {Kinzer & Risko, 1998, p. 187) nor diverse approaches to language and literacy instruction or diverse student perspectives (intellectually, ethnically. or culturally). Even if a university in- structor is blessed or gifted enough to secure rich field experi- ences. many teacher candidates do not know how to take advan- tage of such situations. These concerns led us to develop a hypermedia tool. the Read- ing Classroom Explorer 1 (RCE). which is designed to provide multiple opportunities for teacher candidates to develop rich un- derstandings about teaching and learning in classrooms where di- versity of pedagogical approaches and diversity of student popula- tions are evident. Though much has been learned about the value of RCE as a pedagogical tool. the role of electronic collaboration and conversation while learning abom literacy instruction is yet unexplored. The purpose of this study was to investigate the ef- fects of electronic conversations on the liceracylearning of teacher candidates using RCE. Some Background about RCE Before reporting data from the study, we want to help the reader understand the larger context of the research project. Equally im- portant. we want to portray RCE as representative of the kinds of innovative Web-based technologies that are available to support classroom teaching and learning. To provide that background, we This research was completed with the support of the Center for the Improvement of £acly Reading Achie'lement (CIERA) and the Oll1ce of Educational Research /mprovemem (OERI}. The au:hors wish to thank the JCTE reviewers and associate edior. Julio Rodriguez. for their comments and fe,,dback. all of which strengthened and focuseef lhis anicle The authors wou!Cf also like to chank che ReacJing Classroom Explorer development and research ream at Michigan S:a,e Umversi:y. ' You can further examine the Reading Classroom Explori'r on the World Wide Web at 1N1weliteracy.orglrce. Volume 7 8 I Number 3 Journal of Computing in TeacherEducation 87 Copyright© 2002. /STE (International Society for Techhnology in Education). 1.800 336.5191 (U.S. & Canada) or 1.541.302.3777 (Jnt'I). iste@iste.org, www.iste.org. All rights reserved. Ferdig, R. E., Roehler, L. R., and Pearson, P.D. (2002). Scaffolding pre-service teacher learning through web-based discussion forums: An examination of online conversations in the Reading Classroom Explorer. Journal of Computing in Teacher Education. 18, (3), 87-94.