Interactive Multimedia Problem-Based Learning: Evaluating its Use in Pre-Service Teacher Education
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Albion, P. (2001). Interactive Multimedia Problem-Based Learning: Evaluating its Use in Pre-Service Teacher Education. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 1407-1408). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16955.
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
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Table of Contents
Interactive multimedia using problem-based learning as a design framework (IMM-PBL) has been proposed as a method for influencing teachers' beliefs about integrating computers in their teaching. Initial evaluation of IMM-PBL materials with pre-service teachers found evidence of changes in beliefs, including a statistically significant increase in self-efficacy for teaching with computers among participants who recorded initially low values on the same measure.
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- The Benefits and Limitations of Online Group Work in a Teacher Education Program
- Pre Service Teachers Authoring Multimedia: A Project-Based Learning Approach.
- Barriers to Application of E-Learning in Training Activities of SMEs
- Virtual Schooling Standards and Best Practices for Teacher Education
- How Web 2.0 Technologies Are Used in Higher Education: An Updated Review of Literature
- Education and Information Technology 2012: A Selection of AACE Award Papers
- Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
- Are Irish Student-Teachers Prepared to be Agents of Change in using IT in Education?
- Teachers Preparation Using TPACK When Fidelity of Treatment is Defined
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