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Incorporating Multimedia-Based Text Reading Activities into Online Preservice Teacher Education Courses and the Influences on Students' Learning
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, , , University of South Florida, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study is a new extension of a current project and investigates preservice teachers’ use of strategies when they read culturally and linguistically familiar or unfamiliar electronic storybooks to complete their online discussions. In addition, the researchers focus on the participants’ struggles, learning, and applications when they read electronic storybooks and created lesson plans. From spring 2010 to spring 2011, 147 students were enrolled in five sections of one preservice teacher education course and completed two online discussion sessions and lesson planning tasks. The results show preservice teachers’ similar and different strategies to comprehend culturally and linguistically familiar or unfamiliar electronic storybooks. Moreover, preservice teachers learned about their future English as a second language students through their struggles and applied their learning when they changed a lesson plan.

Citation

Park, H.R., Zhang, Q. & Yong, K. (2012). Incorporating Multimedia-Based Text Reading Activities into Online Preservice Teacher Education Courses and the Influences on Students' Learning. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4014-4020). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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