An Exploration of Pre-Service Teachers' Perceptions of Learning to Teach While Using Asynchronous Discussion Board (Report‪)‬

Introduction The material and social affordances of new technologies of communication are transforming different aspects of people's lives, including the ways they think, work, learn, and communicate (Jewitt, 2005; Gura & Percy, 2005). Obviously, university students' lives--their intellectual and everyday social activities are increasingly dependent on, expanded and supported by new communications technologies. Thus, the shifting social and technological landscape in the 21st century suggests that policymakers, faculty, and administrators should develop systematic plans to harness the potential of technology-mediated instruction to support and improve how pre-service teachers are prepared to teach the different school curricula. The Academic Senate of the California State University (2003) defines technology-mediated instruction as "all forms of instruction that are enhanced by or utilize electronic and/or computer-based technology. It specifically includes distance education, instructional modules delivered via mass media, and computer assisted instruction" (AS-2321-96).