Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice

Autor/in	Cicco, Gina
Titel	Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice
Quelle	In: Journal on School Educational Technology, 7 (2012) 4, S.1-7 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	Counselor Training; Graduate Study; Instructional Innovation; Instructional Design; Courses; Team Teaching; Counselor Educators; Individualized Instruction; Cognitive Style; Graduate Students; Technology Uses in Education; Theory Practice Relationship; Teacher Collaboration; Lesson Plans; Assignments; Behavioral Objectives; Student Evaluation; New York (New York) + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Kursangebot; Teamteaching; Individualisierender Unterricht; Cognitive styles; Kognitiver Stil; Graduate Study; Student; Students; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Theorie-Praxis-Beziehung; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Assignment; Auftrag; Zuweisung; Schulnote; Studentische Bewertung
Abstract	This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in organizational and administrative theory for school counselors-in-training. Their project will be described as well as the resultant conceptual model for integrating technology, theory, and practice through employing differentiated instruction. The proposed instructional design includes consideration of students' learning-style preferences. Countless studies document the many benefits of accommodating students' learning styles in the classroom, as doing so improves students' academic performance, learning outcomes, and overall attitudes (Cicco, 2009; Dunn & Griggs, 2003). The instructional design model presented incorporates techniques for engaging students through strategic lesson planning, emphasizing faculty expertise and interests, and providing students with assignment options so they can optimize their learning experiences. The instructional model ideally would combine thoughtful, meaningful technological tools, instruction of theory through various instructional strategies, and opportunities for application and evaluation through practical, experiential learning. Recommendations for enhancing lessons in the classroom by integrating resources from online course management systems will also be addressed. Utilizing faculty collaboration, peer-review methods, and experiential learning has been shown to produce positive learning outcomes in counselor preparation programs (Corey, Corey, & Callanan, 2005; Orr, Hall, & Hulse-Killacky, 2008). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01