Direct Links: Using E-mail to Connect Preservice Teachers, Experienced Teachers, and High School Students Within an Undergraduate Teacher Preparation Program
Alison Cook-Sather, Bryn Mawr/Haverford Education Program, Bryn Mawr College, United States
Journal of Technology and Teacher Education Volume 15, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Much of preservice teacher education at the undergraduate level is based on indirect links between those preparing to teach and those who spend their days in schools. This article describes two kinds of direct links based in the culminating courses required for state certification to teach at the secondary level through an undergraduate teacher education program: one between preservice teachers and experienced teachers and one between preservice teachers and high school students. Consisting primarily of weekly e-mail exchanges, these dialogues constitute a unique forum for learning and teaching for all participants. The benefits participants identify-including the creation of a space that allows for immediate, frequent, individualized communication, careful analysis and reflection, and insights into others' perspectives-as well as the drawbacks-including time constraints, access problems, and the limits of e-mail as a medium-offer new angles on perennial challenges in teacher preparation and in education in general as well as raise new issues for teacher educators to consider.
Cook-Sather, A. (2007). Direct Links: Using E-mail to Connect Preservice Teachers, Experienced Teachers, and High School Students Within an Undergraduate Teacher Preparation Program. Journal of Technology and Teacher Education, 15(1), 11-37. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2007 Society for Information Technology & Teacher Education
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Carol Pope, Candy Beal, Sheryl Long & Lodge McCammon, North Carolina State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 11, No. 4 (December 2011) pp. 324–349
Laura Frazier, Mount St. Mary University, United States; William Sadera, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 280–287
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