Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers
Rebecca M. Schneider, University of Toledo, United States
Journal of Technology and Teacher Education Volume 17, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
To be effective, teacher education programs need to engage teachers in learning as professionals. This includes learning experiences grounded in classroom practice and guidance to develop as professionals so teachers can take on roles of leaders and mentors in their classrooms and in partnerships with universities. New web-based communication tools such as real-time video conferencing and blogs have the potential to improve the connection between universities and classrooms in ways not possible previously. An innovative course for new mentor teachers was designed to guide teacher learning, encourage collaboration, and support partnerships. A total of 23 teachers participated across 2 semesters. Analysis examined instructional design based on constructs for teacher learning and features of web-based tools. Analysis indicates tools were used in ways that would give teachers control of timing, content, and audience and teachers needed transitional structure and guidance to fully and thoughtfully participate in these types of tasks.
Schneider, R.M. (2009). Examining the Instructional Design of a Technology Enhanced Course for New Mentor Teachers. Journal of Technology and Teacher Education, 17(1), 85-107. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/26111/.
© 2009 Society for Information Technology & Teacher Education
- Ball, D. L. (1996). Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77(7), 500-508.
- Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward
- Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33(8), 3-15.
- Brown, J. S., Collins, A., & Duguid, P. (1989, January-February). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Chokshi, S., & Fernandez, C. (2004). Challenges to importing Japanese lesson study: Concerns, misconceptions, and nuances. Phi Delta Kappan, 85(7), 520-525.
- Clegg, P., & Heap, J. (2006). Facing the challenge of e-learning: reflections on teaching evidence-based practice through online discussion groups [electronic version]. Innovate, 2. Retrieved January 2, 2007, from http://www.innovateonline.info/index. Php?view=article&id=290
- Corcoran, T. B. (1995). Helping teachers teach well: Transforming professional development. Philadelphia: Consortium for Policy research in education.
- Cuban, L. (1984). How teachers taught: Constancy and change in American classrooms,
- Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Seattle, WA: Center for the study of teaching and policy, university of Washington.
- Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-bass.
- Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (ed.), Review of research in education (Vol. 20, pp. 3-56). Washington, DC: American educational research Association.
- Headley, S. (2005). Five roles I play in online courses [electronic version]. Innovate, 2. Retrieved November 25, 2005,
- Hogan, K., & Pressley, M. (1997). Scaffolding student learning. Cambridge, mA: brookline books.
- Kuriloff, P. (2005). Breaking the barriers of time and space: more effective teaching using e-pedagogy [electronic version]. Innovate, 2. Retrieved November 25, 2005, from http://www.innovateonline.info/index.php?view=article&id=64.
- Larreamendy-Joerns, J., & Leinhardt, G. (2006). Going the distance with online education. Review of Educational Research, 76(4), 567-605.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge university Press.
- Levine, A. (2006). Educating school teachers. Washington, DC: The education Schools Project.
- Luck, M., & Laurence, G. M. (2005). Innovative teaching: Sharing expertise through videoconferencing [electronic version]. Innovate, 2. Retrieved November 25, 2005, from http://www.innovateonline.info/index.php?view=article&id=59.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 10171054.
- National research Council. (2005). How students learn history, mathematics, and science in the classroom. Washington, DC: The National Academy Press.
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
- Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
- Schneider, R. M., Templin, M., & Manzey, C. (2006, october). Studying lessons: The role
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.
- Soloway, E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design: The challenge for HCI in the 21st century. Interactions, 1, 36-48.
- Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
- Tagg, J. (2003). The learning paradigm college. Boston: Anker Publishing.
- Tolmie, A., & Boyle, J. (2000). Factors influencing the success of computer-mediated communication (CmC) environments in university teaching: A review and case study. Computers and Education, 34, 119-140.
- Tschannen-moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
- Wang, J., & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 71(3), 481-546.
- Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
- Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.