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Using The “I Do It, We Do It, You Do It” Teaching Routine in Technology Training Workshops
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, University of Kansas, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is a reports the findings of an action research study conducted during faculty development technology training workshops that utilized the “I Do It, We Do It, You Do It” teaching routine. This teaching routine is based upon the gradual release of responsibility model of teaching which is a structured, systematic, and effective methodology for teaching instructional technology skills. It is called the gradual release model because the facilitator moves from assuming all the responsibility for demonstrating and performing a task to a situation in which the workshop participants assume all of the responsibility for their own self-directed learning and acquisition of technology skills. A survey questionnaire was used to examine the perceived value of and effectiveness of the instructional routine among a team of faculty development specialists who facilitate instructional technology workshops. Findings indicate that the “I do it, we do it, you do it” teaching routine was rated a

Citation

Isaacson, R. (2015). Using The “I Do It, We Do It, You Do It” Teaching Routine in Technology Training Workshops. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3235-3242). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 28, 2020 from .

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