Strange Bedfellows: High-Stakes Accountability and Reflective Practice

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Shoffner, M. & Gulledge, S. (2004). Strange Bedfellows: High-Stakes Accountability and Reflective Practice. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4580-4584). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13143.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Melanie Shoffner, Suzanne Gulledge, University of North Carolina - Chapel Hill, United States

Abstract

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.

Keywords

• Standards
• Communication
• Teachers
• Educational Technology

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