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Online Learning that Supports Critical Conversation in Teacher Education Programs
PROCEEDINGS

, Marian University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Fully online teacher education programs are presented with challenges to engage pre-service teachers in work that demands dialogue, clear direction and practice of field experience tasks that mirror teacher daily work. This session will provide best practices for online learning options that help in the engagement of critical discourse around not only procedurally focused teacher directed work such as contextual planning, instruction and assessment of students in real classrooms but also reflective conversation on key elements of the teaching experience that are essential to quality teacher practice. The unique platforms of online learning have pushed our understandings of effective pedagogy used to engage students in high impact conversation. Both synchronous and asynchronous options exist to interact peer to peer and peer to instructor. Videoconferencing, communal learning through social networking, and unique use of discussion forums will be explored through the lens of TPACK.

Citation

Hameister, T. (2015). Online Learning that Supports Critical Conversation in Teacher Education Programs. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3190-3194). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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