Using Virtual Classroom Cases as Thinking Tools in Teacher Education

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Moreno, R., Abercrombie, S. & Hushman, C. (2009). Using Virtual Classroom Cases as Thinking Tools in Teacher Education. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2615-2622). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31030.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

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Table of Contents

Authors

Roxana Moreno, Sara Abercrombie, Carolyn Hushman, University of New Mexico, USA

Abstract

This paper reports the findings of a research program funded by the National Science Foundation aimed at examining whether and under which conditions does the use of virtual classroom cases promote prospective teachers’ ability to apply teaching principles into practice. In a collaborative effort with in-service teachers, we embedded a library of authentic classroom cases in an instructional program where preservice teachers learned about educational theory and research and corresponding teaching principles. Based on a careful examination of current research in the learning sciences, we identified several open research questions about how to effectively design virtual classroom cases for technology-based teacher education. The objective of this paper is to present a review of six experimental studies that set out to answer these questions. For each study, we summarize the method, results, and discuss the theoretical and practical implications of the findings.

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