Using the R2D2 Model for Creating Collaboration Among Practicing Teachers and Preservice Teachers During Reading Assessment Preparation at Four Universities

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Merkley, D., Duffelmeyer, F., Beed, P., Jensen, S. & Bobys, A. (2007). Using the R2D2 Model for Creating Collaboration Among Practicing Teachers and Preservice Teachers During Reading Assessment Preparation at Four Universities. Journal of Technology and Teacher Education, 15(4), 463-482. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/21116.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 15, Issue 4, October 2007
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Authors

Donna Merkley, Frederick Duffelmeyer, Iowa State University, USA; Penny Beed, University of Northern Iowa, USA; Sharon Jensen, Simpson College, USA; Aileen Bobys, Morningside College (formerly), USA

Abstract

It is essential that preservice teachers have successful experiences with infused technology during teacher preparation. This article describes a project in which collegial interaction among practicing teachers and preservice teachers at four participating institutions of higher education was enhanced by technological innovation. The Recursive, Reflective Design, and Development Model (R2D2) provided the blue print for creating a technology-enhanced environment in order to advance preservice teachers' understanding of early literacy assessment.

Keywords

• Elementary Education
• Collaboration
• Instructional Materials
• Interaction
• Literacy
• Preservice Teacher Education

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