Strange Bedfellows: High-Stakes Accountability and Reflective Practice PROCEEDINGS
Melanie Shoffner, Suzanne Gulledge, University of North Carolina - Chapel Hill, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Teacher education programs cannot fail to recognize the increasing importance of state and national standards in this era of high-stakes accountability. Emerging technologies provide teacher education programs with various options to meet these standards throughout the preparation of pre-service teachers. In addition, computer-mediated communication has the potential to enhance the reflective practice of pre-service teachers when incorporated into standards-based assignments. This paper presents the initial findings of an on-going pilot study in a middle grades teacher education program at a large southeastern university. Two issues are examined: (1) the middle grades program's effort to meet state and national standards with a new technology; and (2) the reflective discussion of pre-service middle grades teachers resulting from the use of asynchronous communication.
Shoffner, M. & Gulledge, S. (2004). Strange Bedfellows: High-Stakes Accountability and Reflective Practice. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4580-4584). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 AACE