TITLE An Internet-Based Journal for Professional Development.

Believing in the importance of learning from field experience and valuing the development of reflective practitioners has led the College of Education, University of Missouri-Columbia to reform its undergraduate teacher education program. Concurrent with the curriculum redesign was an effort to use technology in the service of the new program implementation and in the development of technology using teachers. A significant component of the technology infrastructure was the design of an interactive shared journal system (ISJS) to facilitate the reflective learning process from field experience. In addition to supporting the learning process, ISJS afforded students and faculty the opportunity to communicate with multi-media representations of experience, communicate both asynchronously and synchronously, and have access to a community knowledge-base of experiences. ISJS enables three key processes (access to Internet-based resources, capturing experiences, and sharing experiences) i