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Impact of Asynchronous Discussion on a Preservice Teacher Education Practicum Experience
PROCEEDINGS

, , , Univ. of MN, United States

Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Teacher education programs have long recognized that in order to develop their pedagogical capacity, pre-service teachers must have teaching experiences and interactions with students during their program of preparation. At the University of Minnesota we implemented the use of web-based asynchronous discussion areas to increase the quality and quantity of English education initial licensure program students' interactions with middle school students during a practicum experience. We describe here the necessary coordination and communication among methods and technology course faculty, technical support personnel, and the cooperating middle school teacher in identifying and implementing this technological support to a collaborative project. We also describe the preservice teachers' positive and negative impressions of this mode of communication.

Citation

Doering, A., Johnson, M. & Dexter, S. (2001). Impact of Asynchronous Discussion on a Preservice Teacher Education Practicum Experience. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2979-2981). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2019 from .

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