Increasing the Impact of Vicarious Learning Experiences through the Use of Small Group Discussions and Question Prompts
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Lee, Y. & Ertmer, P.A. (2006). Increasing the Impact of Vicarious Learning Experiences through the Use of Small Group Discussions and Question Prompts. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 1685-1689). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22304.
Society for Information Technology & Teacher Education International Conference (SITE) 2006
Orlando, Florida, USA
March 19, 2006
Caroline M. Crawford, Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
More Information on SITE
Table of Contents
This study investigated the impact of group discussions and question prompts on students' vicarious learning experiences. Vicarious experiences were delivered to 65 pre-service teachers via VisionQuest, a website that provided examples of successful technology integration. A 2×2 factorial research design employed group discussions and question prompts as independent variables, and students' perceptions of their competencies (knowledge and skills) and self-efficacy for technology integration as dependent variables. While three of the four conditions showed significant increases in perceptions of knowledge and skills, ANOVA results showed no significant differences among treatments. It is speculated that additional conditions may have distracted students from the content/message of the teacher models highlighted on VisionQuest.
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- The efficacy of eportfolios : an experiment with pupils and student teachers from Canada
- Using Digital Video as a Research Tool: Ethical Issues for Researchers
- Preparing to Teach Mathematics with Technology: An Integrated Approach to Developing Technological Pedagogical Content Knowledge
- “Play it Again, Zack!” Video Classrooms: Proven Practice and Projects
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