Determining the Impact of Online Practicum Facilitation for Inservice Teachers Article
Timothy Frey, Kansas State University, United States
Journal of Technology and Teacher Education Volume 16, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Chesapeake, VA
This study investigated the impact of a project-based graduate practicum experience that was facilitated online. The study investigated the effects of the online practicum experience by: (a) using quantitative data to assess the learning and professional growth of the practicum participants in comparison to a group of teachers that did not participate in the practicum experience, and (b) identifying the qualitative components of the practicum experience that facilitated successful completion and implementation of best practice teaching skills of the practicum participants. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the online practicum: (a) use of meaningful learning activities, (b) collaborative learning communities, (c) structure of the practicum project. Effective use of these components can facilitate significant professional growth for inservice teachers engaged in online practicum experiences.
Frey, T. (2008). Determining the Impact of Online Practicum Facilitation for Inservice Teachers. Journal of Technology and Teacher Education, 16(2), 181-210. Chesapeake, VA: Society for Information Technology & Teacher Education.
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