Using videoconferencing partnerships with schools to authenticate learning in a teacher education curriculum course
Jennifer Kelland, Susan Gibson, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper describes a videoconferencing initiative in which pre-service teachers in a social studies curriculum and instruction course were connected via videoconferencing with elementary school classrooms in order to encourage the pre-service teachers to investigate problems of practice and curriculum implementation, and to think about alternative ways of teaching and of integrating technology. A research study was undertaken to examine the effectiveness of our videoconferencing initiative in helping pre-service teachers make theory to practice connections and to explore how to best use the available videoconferencing technology to reach this goal. Findings from the first phase of the project showed that the pre-service teachers found it very helpful to observe master teachers "in action" but that the use of this technology also presented numerous technical challenges. A second phase of the project addressed those technical challenges, and validated the usefulness of the technology.
Kelland, J. & Gibson, S. (2008). Using videoconferencing partnerships with schools to authenticate learning in a teacher education curriculum course. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 4901-4908). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).