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Do prompts and strategy instruction contribute to pre-service teachers' peer-feedback on technology-integration?

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Title: Do prompts and strategy instruction contribute to pre-service teachers' peer-feedback on technology-integration?
Authors: Franke, Ulrike (AUTHOR), Backfisch, Iris (AUTHOR), Scherzinger, Luisa (AUTHOR), Tolou, Arash (AUTHOR), Thyssen, Christoph (AUTHOR), Brahm, Taiga (AUTHOR), Rudolf, Ina (AUTHOR), Lachner, Andreas (AUTHOR)
Source: Educational Technology Research & Development. Dec2024, Vol. 72 Issue 6, p3117-3138. 22p.
Subjects: Career development, Student teachers, Praise, Peers, Diagnosis
Abstract: Peer feedback is regarded as playing a vital role in fostering preservice teachers' noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , which allows for providing peer feedback on the quality of technology integration during microteachings in a fine-grained manner. Applying a design-based research approach (2 design cycles, N = 42 pre-service teachers, quasi-experimental interrupted time-series design), we investigated whether the addition of prompts (Cycle 1) and strategy instruction combined with prompts (Cycle 2) contributed to the quality of peer feedback. Contrary to our predictions, piecewise regressions demonstrated that pre-service teachers provided more feedback comments with superficial praise and fewer feedback comments with substantial problem identification and solutions when prompts were available. However, when pre-service teachers were explicitly instructed in strategy use, the reasoning during peer feedback could be enhanced to some extent, as pre-service teachers provided less praise and more problem diagnosis in feedback comments when strategy instruction was available. These findings suggest that the addition of strategy instruction that explicitly models adequate feedback strategies based on prompts can help overcome mediation deficits during peer feedback in technology-based settings. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Do prompts and strategy instruction contribute to pre-service teachers' peer-feedback on technology-integration?
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Dec2024, Vol. 72 Issue 6, p3117-3138. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Praise%22">Praise</searchLink><br /><searchLink fieldCode="DE" term="%22Peers%22">Peers</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnosis%22">Diagnosis</searchLink>
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  Data: Peer feedback is regarded as playing a vital role in fostering preservice teachers' noticing and reasoning skills during technology integration. However, novices in particular (e.g., pre-service teachers) tend to provide rather superficial feedback, which does not necessarily contribute to professional development. Against this background, we developed an online video-annotation tool, LiveFeedback + , which allows for providing peer feedback on the quality of technology integration during microteachings in a fine-grained manner. Applying a design-based research approach (2 design cycles, N = 42 pre-service teachers, quasi-experimental interrupted time-series design), we investigated whether the addition of prompts (Cycle 1) and strategy instruction combined with prompts (Cycle 2) contributed to the quality of peer feedback. Contrary to our predictions, piecewise regressions demonstrated that pre-service teachers provided more feedback comments with superficial praise and fewer feedback comments with substantial problem identification and solutions when prompts were available. However, when pre-service teachers were explicitly instructed in strategy use, the reasoning during peer feedback could be enhanced to some extent, as pre-service teachers provided less praise and more problem diagnosis in feedback comments when strategy instruction was available. These findings suggest that the addition of strategy instruction that explicitly models adequate feedback strategies based on prompts can help overcome mediation deficits during peer feedback in technology-based settings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2024
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