Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors

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Stallings, L. (2003). Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors. Journal of Technology and Teacher Education, 11(4), 501-514. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/2285.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 11, Issue 4, 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on JTATE

Author

Lynn Stallings, Kennesaw State University, USA

Abstract

This paper describes a teaching experiment investigating the impact of using multiple teaching strategies and innovating while teaching collaboratively. The objective of this study was to examine the use of collaboration in trying a combination of face-to-face meetings, web courseware, and interactive two-way video in a graduate course. The major finding from interview data, surveys, courseware records, and instructor journals was the value of combining technology is synergistic if a sense of community is be established and if instructors understand and capitalize on the strengths of each technology. The secondary finding was the power of collaborative teaching as a means of professional development for both instructors.

Keywords

• Middle School Education
• Collaboration
• Distance Education
• Educational Technology
• Professional Development

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