Investigating through concept mapping pre-service teachers' thinking progression about “e-learning” and its integration into teaching

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Digital Knowledge Maps in Education: Technology-Enhanced Support for Teachers and Learners, 2014, pp. 83 - 101
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© Springer Science+Business Media New York 2014. The chapter reports on a study that aimed to investigate the thinking rogression and understanding of second year undergraduate pre-service teachers about the concept of e-learning before and after the completion of the course Introduction of e-learning. It sought to understand what the students selected as keywords that were associated with e-learning for their pre-course concept maps and how they shifted them in the post-course concept maps to demonstrate their understanding of e-learning and in particular its integration into teaching and learning. A framework for e-learning in the context of teacher education and pre-service teachers' preparation for ICT integration into professional teaching is developed that forms the basis for the qualitative analysis of the concept maps. The study takes a case-study approach where growth (or non-growth) in thinking between pre- and post-course concept maps was studied in more detail for nine cases, three in each of he high-, middle- and low-scoring groups. The chapter presents and discusses the variations in the students' thinking as demonstrated by their concept maps, and discusses the benefits and limitations of using concept maps in capturing pre-service teachers' understanding of e-learning and its integration into their professional teaching.
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