Constructing Digital Cases for Preservice Teachers: Pedagogical and Interface Issues

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Wedman, J., Rha, K.H. & Baker, E.(. (1999). Constructing Digital Cases for Preservice Teachers: Pedagogical and Interface Issues. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 1999 (pp. 766-771). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/7834.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 1999
1999
ISBN 1-880094-33-9
  J.D. Price, J Willis, Dee Anna Willis, M Jost & S Boger-Mehall
AACE

More Information on SITE
Table of Contents

Authors

Judy Wedman, Kyeong-Hee Rha, Elizabeth (Betsy) Baker, University of Missouri-Columbia, United States

Abstract

Analysis of technology literature consistently reveals that software is commonly designed without a foundation on learning theory (Ely, Foley, Freeman, & Scheel, 1992; Reeves, 1995). Within teacher education, however, there are some software developers who rely heavily on theories of case-based learning. In this paper, we analyze the theoretical underpinnings of three case-based software packages and consider the implications that case-based learning theories have for software design. Last, we report the findings from a 16 week investigation in which preservice elementary literacy teachers used case-based software to increase their knowledge of children's literacy abilities.

Keywords

• Teachers
• Educational Technology
• Software

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