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 Publisher: 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 et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4580-4584). Chesapeake, VA: AACE. Retrieved March 12, 2014 from http://www.editlib.org/p/13143.
© 2004 AACE