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Integrating with Purpose: Leveraging Content Acquisition Podcasts to Enhance Preservice Teachers’ Knowledge of Positive Behavior Interventions and Supports with Three Different Instructional Conditions

, University of California, Berkeley, United States ; , San Francisco State University, United States

Journal of Technology and Teacher Education Volume 28, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Content Acquisition Podcasts (CAPs) have been shown to positively impact preservice teachers’ knowledge in critical content areas compared to traditional modes of content delivery (e.g., a lecture). However, survey research has shown that both faculty and students at the university level prefer that technology enhance rather than replace in-person learning. Given that questions remain regarding the effectiveness of blending technology with professor-facilitated learning experiences, this study explored the impact of blending CAPs with face-to-face instruction in two different ways versus acquiring content through the technology alone. Using a quasi-experimental, pretest-posttest-maintenance design, 99 participants were assigned to one of three learning conditions: a CAP plus professor-facilitated discussion, a CAP plus professor-facilitated application activity, and a CAP alone. Participants in both professor-facilitated conditions significantly outperformed peers in the CAP-only condition. Implications for teacher education are discussed.

Citation

Firestone, A. & Rodl, J. (2020). Integrating with Purpose: Leveraging Content Acquisition Podcasts to Enhance Preservice Teachers’ Knowledge of Positive Behavior Interventions and Supports with Three Different Instructional Conditions. Journal of Technology and Teacher Education, 28(1), 5-32. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved February 27, 2021 from .