In-service and Pre-service Teacher Training: A Study of Online Dialogue
Kevin Koury, California Univ. of PA, United States ; Gail Fitzgerald, Univ. of Missouri-Columbia, United States ; Suzanne Cosgrove-Grubisa, California Univ. of PA, United States
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This brief paper reports the design, progress, and preliminary results of a study conducted to determine the nature of online dialogue among pre-/in-service teachers after training in the use of a student/teacher hypermedia software tool. Teachers were trained to use behavior support software for students with emotional behavior disorders. An online discussion following the training was designed to allow participants to discuss the program. Data were collected via an electronic archive of all participant responses. Analysis includes the coding of types of responses as well as qualitative determination of emerging themes. Questions about level of understanding, support offered, evaluative comments, and critical thinking were analyzed. Study design, data collection tools, and preliminary results will be shared with the audience.
Koury, K., Fitzgerald, G. & Cosgrove-Grubisa, S. (2001). In-service and Pre-service Teacher Training: A Study of Online Dialogue. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1008-1009). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
An Evaluation Model for Practice Fields in Teacher Education: Contexts, Process, Outcomes, and Transfer
Gail Fitzgerald, University of Missouri-Columbia, United States; Kevin Koury, California University of Pennsylvania, United States; Candice Hollingsead, Andrews University, United States; Kevin Miller, University of Central Florida, United States; Katherine Mitchem, West Virginia University, United States
EdMedia + Innovate Learning 2004 (2004) pp. 1750–1757
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