Using Web-Based Practice Activities to Enhance and Support Pre-Service Teachers' Learning

Autor/inn/en	Stecker, Pamela M.; Riccomini, Paul J.
Titel	Using Web-Based Practice Activities to Enhance and Support Pre-Service Teachers' Learning
Quelle	In: Journal on Educational Psychology, 2 (2009) 2, S.9-15 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Web Based Instruction; Preservice Teachers; Preservice Teacher Education; Teaching Methods; Educational Technology; Performance Based Assessment; Standards; Teacher Competencies; Teaching Skills; Knowledge Base for Teaching; Progress Monitoring; Technology Uses in Education; Evaluation Methods + Suchen Sie Ihr Suchwort? Web Based Training; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Leistungsermittlung; Standard; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching theory; Theory of teaching; Unterrichtstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This article details two ways in which web-based practice activities were used to support instruction and enhance preservice teachers' learning in a course on teaching reading to students with learning disabilities. First, we describe two performance-based assessments used to evaluate the integration of preservice teachers' knowledge and skills with respect professional standards. Then, we briefly summarize two small studies that contrasted technology-enhanced practice with more traditional practice activities to support preservice teachers' learning specifically progress monitoring and in teaching essential beginning ready. Last, we discuss how teacher preparation programs may better meet performance-based professional standards through relatively simple integration of web-based technology in course activities designed to improve preservice teachers' knowledge and skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01