Pen Casting in a Teacher Education Program PROCEEDINGS
Nancy Sardone, Barbara Cordasco, Georgian Court University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This study examined the use of a recording tool as a way to develop reflective practice of teacher candidates (n=16), who recorded a portion of their lesson plan content for future dissemination to K-12 students. Descriptive and frequency statistics were used to examine participant pretest/posttest data. Findings indicate that candidates recorded pen casts an average of 2.68 times, indicating metacognition was activated as they paid attention to the pen cast upon replay, identified areas for improvement, performed those improvements, and were concerned about the accuracy of information. Candidates offered their perspectives on the use of the tool and K-12 students and their parents provided commentary about this form of content delivery.
Sardone, N. & Cordasco, B. (2013). Pen Casting in a Teacher Education Program. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4044-4051). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
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