Exploring Virtual Reality, Synchronous Learning, and Google Apps with Preservice Teachers with an Interactive Technology Workshop and Tutorial
Peggy Semingson, University of Texas at Arlington, United States ; Dana Owens, Matt Crosslin, Brian Brown, The University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This best practices session focuses on the rationale, structure, content, and procedures of a structured hands-on exploration of advanced technology tools as it connected to literacy-focused instruction for preservice elementary teachers. The technology carnival workshop was attended by preservice teachers and was facilitated by faculty. The rationale for the student-centered technology carnival centered on engaging preservice teachers in a large public university-based teacher preparation program around three technology tools they might not ordinarily consider for technology integration: Virtual Reality, Synchronous Learning, and selected Google Apps for Education (GAFE). Objectives of the technology carnival for preservice teachers included helping preservice teacher to explore and evaluate the tools and to identify applications towards their future literacy teaching in the classroom. Handouts and resources will be provided.
Semingson, P., Owens, D., Crosslin, M. & Brown, B. (2017). Exploring Virtual Reality, Synchronous Learning, and Google Apps with Preservice Teachers with an Interactive Technology Workshop and Tutorial. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1795-1800). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from https://www.learntechlib.org/primary/p/177557/.
© 2017 Association for the Advancement of Computing in Education (AACE)
- Delgado, A.J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education, 14397-416.
- Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University.
- Rehmat, A., & Bailey, J. (2014). Technology integration in a science classroom: Preservice teachers' perceptions. Journal of Science Education& Technology, 23(6), 744-755. Doi:10.1007/s10956-014-9507-7
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Zeichner, K.M., & Liston, D.P. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Yingjie Liu, San Jose State University, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 963–967
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.
- presentation_3075_50665.pptx (Access with Subscription)