CASE-BASED LEARNING THEORY: IMPLICATIONS FOR SOFTWARE DESIGN
Elizabeth A. (betsy) Baker, University of Missouri—Columbia, United States
Journal of Technology and Teacher Education Volume 8, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Analysis of technology literature consistently reveals that software is commonly designed without a foundation on learning theory (Ely, Foley, Freeman, & Scheel, 1992; Reeves, 1995). Within the field of teacher education, there are software designers who are creating software based on case-based learning theories. The purpose of this paper is four-fold. First, we examine difficulties encountered in teacher preparation. Second, we discuss how case-based in-struction can address these difficulties. Third, we analyze three software packages designed for case-based teacher edu-cation. Last, we discuss implications for using learning theo-ry to design software.
Baker, E.A. (2000). CASE-BASED LEARNING THEORY: IMPLICATIONS FOR SOFTWARE DESIGN. Journal of Technology and Teacher Education, 8(2), 85-95. Charlottesville, VA: Society for Information Technology & Teacher Education.
© 2000 Society for Information Technology & Teacher Education
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Elizabeth (Betsy) A. Baker, University of Missouri, United States
Journal of Educational Multimedia and Hypermedia Vol. 18, No. 3 (July 2009) pp. 249–266
Developing a Case-based Approach for Pre-service Teachers Learning about Information Technology Integration in the Classroom
Sue Bennett, University of Wollongong, Australia
EdMedia + Innovate Learning 2004 (2004) pp. 3811–3815
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