Search results for: Videoconferencing
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The current review of literature examines 14 studies that utilized virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities.
Updated: Jul. 05, 2015
In this evaluation study, the authors compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning.
Updated: Aug. 30, 2012
The purpose of this article is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. Findings show that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction.
Updated: Dec. 26, 2010
This study examined benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urban public school.
Updated: Sep. 19, 2010
This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings.
Updated: Jun. 01, 2008