Abstract
The purpose of this study was to investigate the instructional process and teacher behaviors during technology-enhanced anchored instruction, by using an ethnographic study method. Participant observation, formal interview, informal interview, and artifact collections were used to investigate the influence of teacher behaviors on classroom management, guides for students cooperative learning, and interaction between teachers and students. The findings were analyzed and synthesized in terms of three aforementioned aspects. Conclusions and implications were also discussed. This study is important because it provides teachers with several guidelines for implementing technology-enhanced anchored instruction in a classroom.
Keywords: | Situated learning; Anchored instruction; Instructional process; Ethnographic research |
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