You are here:

Determining the Impact of Online Practicum Facilitation for Inservice Teachers Article

, 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, Waynesville, NC USA

Abstract

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.

Citation

Frey, T. (2008). Determining the Impact of Online Practicum Facilitation for Inservice Teachers. Journal of Technology and Teacher Education, 16(2), 181-210. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 17, 2018 from .

Keywords

View References & Citations Map

References

  1. Cohen , J . (1988) . Statistical power analysis for the behavioral sciences (2nd ed .) . Hillsdale , NJ: Lawrence Erlbaum .
  2. Howard, J. (2002). Technologyenhanced pro jec t-based learning in teacher education: Addressing the goals of transfer. Technology and Teacher Education, 10 (2) , 343-364.
  3. Topper, A. (2004). How are we doing? Using se lf-assessmen t to measure changing teacher technology literacy within a graduate educational technology program. Journal of Technology and Teacher Education, 12(3) , 303-317.
  4. U.S. Department of Education (1998). Twentieth annual report to Congress on the implementation of IDEA. Washington, DC: Author.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. The impact of field experience in technology-integrated classrooms on preservice teachers’ development of TPACK

    Shu-Ju Diana Tai & Denise Schmidt-Crawford, Center for Technology in Learning and Teaching, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3438–3443

  2. Determining the feasibility of an e-portfolio application in a distance education teaching practice course

    Ilknur Kecik, Anadolu University, English Language Teaching Department; Belgin Aydin, Anadolu University, English Language Teaching Department; Nurhan Sakar, Anadolu University, Open Education Faculty; Mine Dikdere, Anadolu University, English Language Teaching Department; Sinan Aydin, Anadolu University, Open Education Faculty; Ilknur Yuksel, Anadolu University, English Language Teaching Department; Mustafa Caner, Antalya University, English Language Teaching Department

    The International Review of Research in Open and Distributed Learning Vol. 13, No. 2 (Apr 02, 2012) pp. 160–180

  3. Technology-Enhanced Field Experiences for Preservice Teachers using Video Conferencing: A Literature Review

    Aimee Brenner, Virginia Polytechnic Institute and State University, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 168–173

  4. Embedding Technology-Rich Practicum Experiences within School-Year and Summer Graduate Education Courses

    Andrea Peach, Georgetown College, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3337–3339

  5. Technology Enhanced Collaboration – Schools and Teachers Engaged in Professional Development (TEC-STEP): Design and Evaluation of an On-line Model of Professional Development for K-12 School Communities in Rural Areas

    Timothy Frey, Kansas State University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1082–1084

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.