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The uses of technology-enhanced case...

Shin, Sungwon.

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The uses of technology-enhanced cases in teacher education: A case study of a social studies methods course.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The uses of technology-enhanced cases in teacher education: A case study of a social studies methods course./
作者:	Shin, Sungwon.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	320 p.
附註:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
標題:	Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716262
ISBN:	9781321948370

The uses of technology-enhanced cases in teacher education: A case study of a social studies methods course.
Shin, Sungwon.

The uses of technology-enhanced cases in teacher education: A case study of a social studies methods course. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 320 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--Indiana University, 2015.

This item must not be added to any third party search indexes.

Technology-enhanced cases bring the reality of teaching practices into university classrooms in the form of text, image, audio, and video within web-based environments. Despite reports on the effectiveness of technology-enhanced cases, the methods by which teacher educators integrate the cases in their classroom and support case-based learning have not been widely researched. Thus, the purpose of this study was to examine a teacher educator's experiences integrating technology-enhanced cases in a teaching methods course to provide pre-service teachers with vicarious, but authentic K-12 classroom experiences. This study utilized an interpretive case study research design. Data sources included classroom observations, interviews, curriculum documents, student artifacts, instructor's feedback on artifacts, and personal communications. This study also employed a directed content analysis, as well as open and axial coding, to identify and refine emergent patterns and themes. Findings from this study demonstrated that the teacher educator gradually integrated the cases into the existing curriculum and built an instructional structure that guided the pre-service teachers through a case-based learning process. Convincing pre-service teachers that the case experience would assist their overall growth as teachers was particularly important in this process. Each case implementation involved several steps that allowed the pre-service teachers to gradually adapt to the structure and use their prior knowledge to further their discussions and reflections. Findings also revealed that the teacher educator primarily used three instructional strategies - questioning, comparison, and chunking - to facilitate case-based learning. The teacher educator also discussed the need for an enhanced online learning environment that would allow pre-service teachers to collaboratively analyze the cases within the environment. Findings for this study suggest several implications for teacher educators and educational technology researchers. When incorporating a new strategy into a course, even experienced teacher educators might need to undergo an iterative cycle of design, implementation, and evaluation. In terms of instructional design and consulting, suggestions for future research and practice include examining the impact of technology-enhanced cases on pre-service teachers' actual teaching in the field, identifying effective methods for developing and presenting classroom videos, and designing an online environment that supports collaborative case-based learning and reflective practice.

ISBN: 9781321948370Subjects--Topical Terms:

3432465
Instructional Design.

The uses of technology-enhanced cases in teacher education: A case study of a social studies methods course.
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