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Teacher Education and Professional Development
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Full-Text Articles in Education
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Video-Based Discussions About Literacy Pedagogy: Face-To-Face Versus Online Formats, Poonam Arya, Tanya Christ, Ming Ming Chiu
Reading Horizons: A Journal of Literacy and Language Arts
This study evaluated the similarities and differences in 50 preservice teachers’ (PTs’) literacy pedagogy learning outcomes when they engaged in videobased discussions that were both face-to-face (F2F) synchronous and online asynchronous. Across PTs’ response sheets, 396 idea units were collected and coded to identify their reports of learning about literacy pedagogy and application of this learning to their subsequent literacy instruction. Multivariate, multilevel, cross-classification logit regressions were used to compare outcomes across formats. Findings include that PTs reported learning similar total numbers of ideas across both video-based discussion formats but reported applying significantly more ideas from learning in the F2F …
Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner
Preservice Teachers’ Use Of The Technology Integration Planning Cycle: Lessons Learned, Kristi Tamte Bergeson, Beth Beschorner
Reading Horizons: A Journal of Literacy and Language Arts
Preservice teachers (PSTs) often feel unprepared to utilize digital tools in meaningful ways that support learning in the elementary classroom. It is imperative that teacher preparation programs provide support in this area so that children can learn to use digital tools to communicate in the 21st century. Previous research suggests that the Technology Integration Planning Cycle (TIPC) can support teachers in making wise decisions related to the use of digital tools to support a literacy goal. In the present study, the authors examined how the TIPC can be used with PSTs as they develop technological, pedagogical, and content knowledge and …