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  Feature Name: Journal Organization
Author: Beth Sockman

Category: Other

Subject: Others

Kind: Application

 Elementary School
 Middle School
 High School
 Higher Education
 Teachers & Principals


Software URL: Curriculum Assess System for Elementary Science Teachers http://cases.soe.umich.edu/index.html

Created by: Davis, Elizabeth University of Michigan and 4 graduate students

Reference URL

This Feature is connected to (2) Principles
  • Encourage reflection
  • Establish a generalized inquiry process
    Feature in Visual Map
    Journal Organization is part of the on-line journaling feature of Cases. When a person writes a journal entry, there is a space for subject and date, much like an email. Under the heading of “subject” the date automatically pops-up, and additional information can be added. After submission, each entry is catalogued sequentially by date, again, much like email. The date, subject, and log (data connected to it) and be retrieved for reading or for easy editing (if done within 24 hours).

    Note that this feature is connect to the feature: Prompts for Reflection on-Action

    The Rationale Behind the Feature (Specific Design Principle):
    This feature provides a means to organize on-line journal responses. Why is this important?

    Reflection on pedagogy, or classroom practice, has been noted as a key to change or modify one’s practice (Brookfield, 1990, 1995). For reflection to occur, journaling (Richardson, 2000) has been advocated to supply a way to “get the inside out” (Shulman, 1999) about practice and belief. However, on a very practical level, keeping track of journal responses can become challenging.

    Every time you write in the journal, the journal grows, and finding old journal entries can be problematic. But, viewing old responses could be beneficial: One might want to find a previous journal response to reflect upon - leading to double loop learning (Argyris & Schön, 1974); or, find an activity idea; or, review past learning; or, determine a process etc…Therefore, this feature attempts to address a very practical problem.
    Context of Use:
    This feature is part of an online support system for preservice and in-service elementary/middle school science teachers. Most can register and use the site, however only school students can use the on-line communities.
    Argyris, M. and Schon, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass.

    Brookfield, S. (1990). The Skillful Teacher. San Francisco, CA: Jossey-Bass.

    Brookfield, S. (1995). Becoming A Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.

    Richardson, L. (2000). Writing: A method of Inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitiative Research (2 ed.). Thousand Oaks, CA: Sage.

    Shulman, L. S. (1999). Taking learning seriously. Change, 31(4), 11-17.

    Davis, E. A., Smithey, J., & Petish, D. (2004). Designing an online learning environment for new elementary science teachers: Supports for learning to teach. Ann Arbor, MI: University of Michigan.

    Image:(Click to enlarge)