Literaturnachweis - Detailanzeige
| Autor/inn/en | Israel, Maya; Knowlton, Earle; Griswold, Deborah; Rowland, Amber |
|---|---|
| Titel | Applications of Video-Conferencing Technology in Special Education Teacher Preparation |
| Quelle | In: Journal of Special Education Technology, 24 (2009) 1, (2 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Mentors; Elementary Secondary Education; Teacher Education Curriculum; Special Education Teachers; Teacher Educators; Instructional Effectiveness; Teaching Methods; Educational Technology; Internet; Technology Integration; Computer Assisted Instruction; Interactive Video; Teleconferencing; Distance Education Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Interaktives Video; Telekonferenz; Distance study; Distance learning; Fernunterricht |
| Abstract | Teacher educators must find ways to teach course content situated within realistic K-12 contexts so that their preservice teachers can better understand how to apply that content effectively in situations they will face as professionals. Video-conferencing (VC) technology has emerged as a useful tool in teacher education, evincing a wide range of instructional functions. Users who integrate VC in teacher education coursework fundamentally enhance the potency of their instructional outcomes by enabling preservice teachers not only to learn about classroom settings, but also to interact with students and teachers within classroom settings. Video conferencing allows one to observe classrooms and other school-based environments unobtrusively; to engage in discussions with school-based professionals, students, and families; and to mentor, coach, and evaluate preservice and novice teachers-all from physically remote sites. The purposes of this article are to (a) describe, and present a rationale for employing, this technology in preparing special educators; and (b) showcase the utility of video-conferencing technology within one midwestern special education teacher preparation program. The article concludes with some lessons learned and implications for research regarding the use and efficacy of this technology. (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. Available from: Boyd Printing Company, Inc. University of Oklahoma, College of Education, 820 Van Vleet Oval, Norman, OK 73072. Web site: http://www.tamcec.org/jset/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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