Literaturnachweis - Detailanzeige
| Autor/inn/en | Newman-Thomas, Cathy; Smith, Cindy Ann; Zhao, Xinting; Kethley, Caroline I.; Rieth, Herbert J.; Swanson, Elizabeth A.; Heo, Yusung |
|---|---|
| Titel | Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency |
| Quelle | In: Journal of Special Education Technology, 27 (2012) 1, S.15-32 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Educational Technology; Accuracy; Self Efficacy; Teaching Methods; Preservice Teacher Education; Scoring; Video Technology; Skill Development; Reading Fluency; Curriculum Based Assessment; Preservice Teachers; Technology Uses in Education; Pretests Posttests; Scores; Special Education; Intervention; United States Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; USA |
| Abstract | Technology is used widely in teacher education for a variety of purposes, including skill development.Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency. (Contains 2 tables and 5 figures.) (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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