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A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
ARTICLE

, University of Virginia, United States ; , James Madison University, United States ; , , University of Kansas, United States ; , University of Oregon, United States

Journal of Technology and Teacher Education Volume 20, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other teacher preparation coursework. The purpose of this paper is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences (e.g., case studies). Using a design experiment methodology, researchers capitalized on existing theories for multimedia production, case studies in teacher preparation, and feedback procedures in order to promote teacher candidates’ readiness for implementing EBPs for teaching students with disabilities in the general education classroom.

Citation

Kennedy, M., Newton, J., Haines, S., Walther-Thomas, C. & Kellems, R. (2012). A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback. Journal of Technology and Teacher Education, 20(3), 251-275. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 17, 2018 from .

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Cited By

  1. A Systematic Review of Factors Influencing Technology Use by Pre-service and Novice Teachers

    Manjari Banerjee, Zhihong Xu, Luchen Jiang & Hersh Waxman, Texas A&M University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 89–94

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