To view the full text of this article...
Subscribe for faster access!
Subscribe for only $19/month (or $150/year) and receive immediate access to 20,000+ documents/media files.
Purchase individual articles and papers
Purchase fulltext access to individual articles and papers for $9.95 USD each. You can purchase as a guest or save your information for faster access later.
Already have an account?
If you are accessing the system through an institution or library, find out if they have a subscription to the digital library. If they do, please have them contact us with the IP address for this machine: 188.8.131.52.
Determining the Impact of Online Practicum Facilitation for Inservice Teachers
Save to My Collections
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.
Journal of Technology and Teacher Education
Volume 16, Issue 2, March 2008
Society for Information Technology & Teacher Education Chesapeake, VA
More Information on JTATE
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.
- Cohen , J . (1988) . Statistical power analysis for the behavioral sciences (2nd ed .) . Hillsdale , NJ: Lawrence Erlbaum .
- 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 .
- 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 .
- 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 .
- Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic
- Using e-Learning Technologies in Developing Remeditainment Products for the Treatment of Children with Central Auditory Processing Disorder (CAPD)
- Post degree online course in Haematopathology and e-Learning: description of an innovative curriculum in e-Learning
- Podcasts in Higher Education: What Students Want, What They Really Need, and How This Might be Supported
- Using RSS in Collaborative Course Development
- Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
- Reducing E-Learning Development Costs Using a Streamlined XML-based Approach
- Using Authentic Situations and Avatars to Build Knowledge in an E-Learning Environment
- Inspiring Learning and Teaching: Using e-tools to Facilitate Change
- Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
Comments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.