Using Technology-based Simulations to Promote Teacher Candidate Parental Collaboration and Reflective Instructional Decision Making
Amy Accardo, Joy Xin, Rowan University, United States
Journal of Technology and Teacher Education Volume 25, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In teacher preparation programs, teacher candidates are expected to learn parental collaboration through their required college coursework and field experiences. Due to confidentiality requirements in field placements, however, teacher candidates are typically not provided an opportunity to attend IEP or 504 plan conferences. In this study, technology-based simulation, TeachLivE™, was integrated into undergraduate course instruction to promote pre-service teachers’ collaboration with a parent avatar during a 504 plan conference. A control group design was used to compare teacher candidates’ self-reflection in three areas: (1) facilitating an effective parent-teacher conference, (2) presenting professional communication, and (3) making appropriate instructional decisions. Findings reveal a significant difference between the control and intervention groups on self-assessment scores in the two areas of facilitating an effective parent teacher conference, and making appropriate instructional decisions. In addition, the length of reflective responses increased in all three areas in favor of the intervention group using TeachLivE™.
Accardo, A. & Xin, J. (2017). Using Technology-based Simulations to Promote Teacher Candidate Parental Collaboration and Reflective Instructional Decision Making. Journal of Technology and Teacher Education, 25(4), 475-494. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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