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Online Teacher Education Course Redesign: From Stand-Alone Activities to Content Area Design Teams
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, , , Texas State University-San Marcos, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper discusses the redesign process of an online graduate secondary education course that was originally designed with stand-alone activities to one that is project-based. The design is such that the graduate students participate in the kinds of authentic activities that teachers are expected to do on a routine basis--design units of instruction and develop daily lesson plans to effectively facilitate student learning. Students are divided into content area design teams and use wiki technology as their design studios to collaboratively create an instructional unit and corresponding lesson plans that illustrate the various models of teaching. Additionally, members of the content area design teams fulfill primary weekly roles such as visual summary virtuoso, multimedia master, discussion facilitator, and lesson plan facilitator as they collaboratively create learning artifacts within the wiki environment.

Citation

Lee, K., Bos, B. & Turnbull, K. (2011). Online Teacher Education Course Redesign: From Stand-Alone Activities to Content Area Design Teams. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 443-448). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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