Using Videoconferencing Technology to Enhance Classroom Observation Methodology in Preservice Early Childhood Teacher Education
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Walsh, Jr., E. & Pickering, L. (2006). Using Videoconferencing Technology to Enhance Classroom Observation Methodology in Preservice Early Childhood Teacher Education. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 2434-2436). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/22440.
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
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Table of Contents
In order to learn about and become acclimated to the environment in which they someday plan to work, preservice teachers and pre-professional daycare providers in formal teacher education programs are required to conduct onsite observations. Traditionally, these observations require that the pre-professional, in the early stages of preparation, spend a required number of hours observing, documenting, and studying the dynamics of the real-world classroom. While there are clear benefits to this practice, there are also limitations that impair its effectiveness. However, in one teacher education program at a small liberal arts university, videoconferencing technology is being used as a means to offset the limitations associated with onsite observation and, more importantly, to potentially enhance the benefits of this necessary practice. The details of this technology-based observation method along with a description of a recently implemented study of its effectiveness are discussed.
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