Literaturnachweis - Detailanzeige
| Autor/inn/en | Weiss, Margaret P.; Evmenova, Anya S.; Kennedy, Michael J.; Duke, Jodi M. |
|---|---|
| Titel | Creating Content Acquisition Podcasts (CAPs) for Vocabulary: The Intersection of Content, Pedagogy, and Technology |
| Quelle | In: Journal of Special Education Technology, 31 (2016) 4, S.228-235 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/0162643416673916 |
| Schlagwörter | Handheld Devices; Nonprint Media; Vocabulary; Disabilities; Secondary School Students; Secondary School Teachers; Teacher Developed Materials; Instructional Design; Evidence Based Practice; Technology Uses in Education; Multimedia Materials; Special Education Teachers; Graduate Students; Inservice Teacher Education; Masters Programs; Scoring Rubrics Wortschatz; Handicap; Behinderung; Sekundarschüler; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Magister course; Magisterstudiengang; Scoring formulas; Auswertungsbogen |
| Abstract | Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master's program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer's instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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