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Application of Computer, Digital, and Telecommunications Technologies to the Clinical Preparation of Teachers
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Author(s): Adriana L. Medina (University of North Carolina at Charlotte, USA), Maryann Tatum Tobin (Nova Southeastern University, USA), Paola Pilonieta (University of North Carolina at Charlotte, USA), Lina Lopez Chiappone (Nova Southeastern University, USA)and William E. Blanton (University of Miami, USA)
Copyright: 2012
Pages: 19
Source title:
Developing Technology-Rich Teacher Education Programs: Key Issues
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Clif Mims (University of Memphis, USA)and Kay A. Persichitte (University of Wyoming, USA)
DOI: 10.4018/978-1-4666-0014-0.ch031
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Abstract
Computer-mediated communication (CMC) is becoming common place in the preparation of teachers. This chapter will focus on the application of CMC and will provide insight on how technology can be used in P-12 classrooms and potentially impact student learning. The purpose of the chapter is to: (a) describe the development, implementation, outcomes, and sustainability of a pre-service teacher (PST) supervision model arranged around digital technology and telecommunications, providing supervision and support for PSTs engaged in a student teaching internship, and (b) to discuss how the technology utilized may later be utilized by participating PSTs in their future classrooms (specifically videoconferencing, instant messaging, video sharing, and the critical analysis and reflection of current practices). The authors created a virtual-geographical third space in the form of a Teaching Lab that was mediated with a multimedia platform and designed around the principle of Cultural-Historical Activity Theory (CHAT). The authors also provided opportunities for PSTs to interact within that space for reflection and the sharing of best practices.
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