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.
Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
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.
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Exploring the Relationship Between Mediating Tools and Student Perception of Interdependence in a CSCL Environment
- Telementoring: Empowering Collaborative Mentoring in a Teacher Education Program
- Assessing Social Ability in Online Learning Environments
- The Design of a 3D Virtual Game for Chinese as a Second Language (CSL) Practices
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