Abstract:

Web-based technologies like Facebook, Khan Academy, Kahoots, Google Classrooms, Drills, etc., have taken over our lives and are significantly affecting our teaching methods as well as students’ learning habits (Rodgers & Negash, 2007; Kafyulil et al., 2016). It is also notable that the transformation from traditional classrooms to web-based learning environments has changed the instructional and interaction styles between instructors and students (Kim & Hannafin, 2009). These changes have emphasized the importance of preparing preservice teachers to learn how to use and integrate technology effectively in classrooms. As such, learning about technology integration includes learning about the pedagogical potential of technological tools and the culture of teaching with technology (Liu, 2011; Fook et al., 2011). This may include exploring new instructional methods when teaching educational technology courses. This study explores the integration of the cognitive apprenticeship model in a web-based technology learning environment. A cognitive apprenticeship method for teaching using electronic applications, specifically e-mind maps, was proposed. Using this approach, preservice teachers were given the cognitive apprenticeship method in a web-based environment and traditional classroom, and they completed learning tasks collaboratively.

Specifically, this study presents preservice teachers’ perceptions of how the cognitive apprenticeship method impact learning processes in terms of:
(a) technology skills perceived ability in using electronic applications and
(b) preservice teachers’ perceptions of using and learning electronic applications in a web-based technology learning environment.

Several studies have been done on the integration of technology and the cognitive apprenticeship method (Hendricks, 2001; Liu & Hsiao, 2002; Lowther & Clark, 2002), however, relatively few have investigated the use of cognitive apprenticeship methods in a web-based environment for preservice teacher education programs. This study highlights the need to develop and implement alternative teaching and learning strategies in educational technology courses.

This study employs an exploratory descriptive design. The participants were 40 preservice teachers enrolled in an educational technology course. They participated in a survey exploring their perceptions of how the cognitive apprenticeship methods impact their learning processes. The results revealed that most of the preservice teachers had positive perceptions of applying the cognitive apprenticeship method in a web-based learning environment, and they reported that it enhanced their ability to use electronic Apps for teaching and learning. The results showed that modelling, coaching, and reflection supported students’ learning process in designing e-mind maps. In summary, the results prove that learning under the cognitive apprenticeship method of instruction prompted the positive perceptions of preservice teachers’ in using electronic app in a web-based technology learning environment. It emphasized that exploring and applying the method of cognitive apprenticeship could facilitate students’ learning through embedded activities in social contexts.

Keywords:

Cognitive apprenticeship, web-based instruction, teacher education, electronic applications, preservice teachers.