The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Learning to Teach in Web 2.0
Abstract
This chapter presents and analyzes an instructional practice developed in an Instructional Technology course required of Education students at Fordham University. The practice was employed to ensure a high level of engagement by assigning students the hands-on development of Web-based, instructional resources suitable for use with their own public school classes. The author describes the transformative quality of the assignment and discusses how it strongly supported students in forming a mental image of Instructional Technology as a viable, desirable dimension of their teaching practice. Discussed in detail are the attitudes and understandings about Instructional Technology of the students, the Web 2.0 tools and content items they selected for use in their projects, the ways they applied them to the instructional resources they developed, and how those satisfied their needs as teachers. The implications of the practice and how it evolved are presented in the broad context of how all those involved in teacher preparation programs may understand and apply them.
Related Content
Preston B. Cosgrove.
© 2024.
20 pages.
|
Daniel R. VanHorn, Abigaile M. VanHorn.
© 2024.
28 pages.
|
Mette L. Baran.
© 2024.
23 pages.
|
Darnell J. Bradley.
© 2024.
11 pages.
|
Julie A. Steuber, Janice Elizabeth Jones.
© 2024.
12 pages.
|
Carolyn N. Stevenson.
© 2024.
25 pages.
|
Robert Anthony Moscardini.
© 2024.
22 pages.
|
|
|