Literaturnachweis - Detailanzeige
| Autor/inn/en | Kennedy, Michael J.; Driver, Melissa K.; Pullen, Paige C.; Ely, Emily; Cole, Mira T. |
|---|---|
| Titel | Improving Teacher Candidates' Knowledge of Phonological Awareness: A Multimedia Approach |
| Quelle | In: Computers & Education, 64 (2013), S.42-51 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0360-1315 |
| DOI | 10.1016/j.compedu.2013.01.010 |
| Schlagwörter | Difficulty Level; Cognitive Processes; Evidence; Epistemology; Multimedia Instruction; Phonological Awareness; Preservice Teacher Education; Reading Instruction; College Students; Statistical Analysis; Pretests Posttests; Educational Technology; Computer Assisted Instruction; Handheld Devices; Preservice Teachers |
| Abstract | Knowledge of phonological awareness (PA) and how to teach students to develop PA is an important component of teacher preparation given its role in learning to read. We believe multimedia can play a key role in improving how educators acquire, master, and prepare to implement evidence-based reading instruction in any nation. One multimedia-based instructional practice, Content Acquisition Podcasts (CAPs), utilizes Mayer's Cognitive Theory of Multimedia Learning (2009) to ensure the looks and sounds of instruction help reduce extraneous cognitive load while maximizing active cognitive processes. In this empirical study, researchers randomly assigned 148 participants (education and non-education university students) to either watch a CAP or read a practitioner friendly article on PA and PA instruction. The dependent variable is an instrument that measures knowledge- and skill-based items related to PA and PA instruction. Results demonstrate a significant main effect and large effect size for the CAP group on the posttest and, several weeks later, a maintenance probe. Findings indicate that multimedia instructional tools, such as CAPs, may benefit undergraduates as they acquire necessary knowledge and skills that underwrite advanced practices for teaching students in general and special education settings. (Contains 1 table and 2 figures.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
