Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors
Lynn Stallings, Kennesaw State University, United States
Journal of Technology and Teacher Education Volume 11, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
This paper describes a teaching experiment investigating the impact of using multiple teaching strategies and innovating while teaching collaboratively. The objective of this study was to examine the use of collaboration in trying a combination of face-to-face meetings, web courseware, and interactive two-way video in a graduate course. The major finding from interview data, surveys, courseware records, and instructor journals was the value of combining technology is synergistic if a sense of community is be established and if instructors understand and capitalize on the strengths of each technology. The secondary finding was the power of collaborative teaching as a means of professional development for both instructors.
Stallings, L. (2003). Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors. Journal of Technology and Teacher Education, 11(4), 501-514. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2003 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
Jo Shackelford & Marge Maxwell, Western Kentucky University
The International Review of Research in Open and Distributed Learning Vol. 13, No. 4 (Sep 12, 2012) pp. 228–249
Karen Fiege, Kim Peacock & David Geelan, University of Alberta, Canada
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2150–2157
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