Literaturnachweis - Detailanzeige
| Autor/in | Allen, Abigail A. |
|---|---|
| Titel | Learning about Communication Disorders: Comparison of Two Instructional Methods with Multimedia for Preservice Teachers |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Allen, Abigail A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221076831 |
| Schlagwörter | Preservice Teachers; Undergraduate Students; Early Childhood Education; Special Education; Communication Disorders; Knowledge Level; Communication Skills; Child Development; Teaching Methods; Multimedia Instruction; Lecture Method; Video Technology; Handheld Devices; Audio Equipment; Information Dissemination; Electronic Publishing Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Kommunikationsstörung; Wissensbasis; Kommunikationsstil; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Audio-CD; Informationsverbreitung; Elektronisches Publizieren |
| Abstract | Content acquisition podcasts (CAPs) are a popular tool in special educator preparation but little is known about their application to communication disorders. This quasi-experimental study investigated the effectiveness of two instructional methods: lecture plus video and a content acquisition podcast (CAP). Participants were undergraduates in early childhood education and special education programs (N = 62). Participants were assessed on their knowledge and application of communication development and disorders at four time points. Results indicated that the lecture plus video condition was more effective at producing knowledge gains compared to the CAP condition, but both conditions were equally effective at producing gains in application ability at post-test. Neither group maintained their knowledge gains 8 weeks after instruction. Learning condition did not affect participants in the two education programs differently. Implications for teacher preparation are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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