Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

Autor/inn/en	Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily
Titel	Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness
Quelle	In: Teacher Education and Special Education, 37 (2014) 4, S.309-329 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406414537902
Schlagwörter	Phonological Awareness; Preservice Teachers; Educational Technology; Reading Instruction; Handheld Devices; Information Dissemination; Reading Difficulties; Pedagogical Content Knowledge; Instructional Design; Pretests Posttests; Predictor Variables; Demography; Statistical Distributions; Statistical Analysis; Program Effectiveness; Measures (Individuals); Theory Practice Relationship; Multimedia Materials; Control Groups; Experimental Groups; Epistemology; Cognitive Processes; Multimedia Instruction + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Leseunterricht; Informationsverbreitung; Reading difficulty; Leseschwierigkeit; Pädagogische Kompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Prädiktor; Demografie; Wahrscheinlichkeitsverteilung; Statistische Analyse; Messdaten; Theorie-Praxis-Beziehung; Erkenntnistheorie; Cognitive process; Kognitiver Prozess; Multimediales Lernen
Abstract	Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called Content Acquisition Podcasts (CAPs). In this study, teacher candidates randomly assigned to watch a CAP on PA significantly outperformed matched peers who read a practitioner-friendly article on the same topic. Findings hold important implications for the field of teacher education, support, and development in reading pedagogy. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10