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Determining the Impact of Online Practicum Facilitation for Inservice Teachers

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Frey, T. (2008). Determining the Impact of Online Practicum Facilitation for Inservice Teachers. Journal of Technology and Teacher Education, 16(2), 181-210. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/23493.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 16, Issue 2, March 2008
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Author

Timothy Frey, Kansas State University, United States

Abstract

This study investigated the impact of a project-based graduate practicum experience that was facilitated online. The study investigated the effects of the online practicum experience by: (a) using quantitative data to assess the learning and professional growth of the practicum participants in comparison to a group of teachers that did not participate in the practicum experience, and (b) identifying the qualitative components of the practicum experience that facilitated successful completion and implementation of best practice teaching skills of the practicum participants. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the online practicum: (a) use of meaningful learning activities, (b) collaborative learning communities, (c) structure of the practicum project. Effective use of these components can facilitate significant professional growth for inservice teachers engaged in online practicum experiences.

Keywords

• Teachers
• Distance Education
• Educational Technology
• Professional Development
• Teaching Methods

References

1. Cohen , J . (1988) . Statistical power analysis for the behavioral sciences (2nd ed .) . Hillsdale , NJ: Lawrence Erlbaum .
2. Howard , J . (2002) . Techno logy-enhanced pro jec t-based learn ing in teacher educa t ion : Address ing the goa ls of transfer . Techno logy and Teacher Education , 10 (2) , 343-364 .
3. Topper , A . (2004) . How are we do ing? Us ing se lf-assessmen t to measure chang ing teacher techno logy l i teracy w i th in a gradua te educa t iona l techno logy program . Journa l o f Techno logy and Teacher Educa t ion , 12(3) , 303-317 .
4. U .S . Departmen t of Education (1998) . Twen t ie th annua l repor t to Congress on the implementation of IDEA. Washington , DC: Author .

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