How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program
Lee Mason, The University of Texas at San Antonio, United States ; Nancy Glomb, Peter Blair, Utah State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to identify and examine how virtual simulations function to train pre-service teachers learning to conduct IEP team meetings. Seven pre-service special education teachers enrolled in a mild/moderate distance degree and licensure program participated in this research. Through multiple case study analysis, this study examined the specific behaviors emitted by each participant throughout these simulated meetings, as well as the antecedent stimuli and consequences controlling these behaviors. Additionally, participants were each asked to construct rules, based on their own simulated experiences, to govern their future behaviors for in vivo individualized education program team meetings. Results indicate that virtual simulations served a variety of functions for training teachers to work on a collaborative team, including increased practice opportunities and self-efficacy to collaborate with parents in the future.
Mason, L., Glomb, N. & Blair, P. (2012). How Virtual Learning Environments Function to Simulate IEP Team Meetings in a Distance Teacher Education Program. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 630-635). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).
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Building Reflective Practice Through an Online Diversity Simulation in an Undergraduate Teacher Education Program
Jamie Manburg, Rashid Moore, David Griffin & Marvin Seperson, Nova Southeastern University, United States
Contemporary Issues in Technology and Teacher Education Vol. 17, No. 1 (March 2017) pp. 128–153
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