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Instructional Design in Practice: Meeting the Needs of Pre-Service Teachers in an Educational Technology Course
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, , University of Florida, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: In order for improvement to take place in teacher education programs, it is important for the instructors of pre-service teachers to become critically reflective of their pedagogical methods and course design. They must also develop an understanding of the pre-service teachers’ knowledge and skills. By utilizing the instructional design (ID) process, course instructors can assess the needs of their students and develop instruction that will improve student performance (Morrison, Ross, Kalman & Kemp, 2011). This study employed the process of instructional design to develop a lesson structure to address the cognitive process involved in the application of the TPACK framework in lesson plan writing. The survey data, along with data collected on the characteristics of the learners, were used to systematically design an instructional module (Morris et al., 2011).

Citation

Wilson, M. & Ruggles, K. (2014). Instructional Design in Practice: Meeting the Needs of Pre-Service Teachers in an Educational Technology Course. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2202-2206). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2019 from .

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