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• W1562517796 abstract "This article describes a teaching experiment investigating impact of using multiple teaching strategies and innovating while teaching collaboratively. The objective of this study was to examine 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 value of combining technology is synergistic if a sense of community is established and if instructors understand and capitalize on strengths of each technology. The secondary finding was power of collaborative teaching as a means of professional development for both instructors. ********** Teachers learn just as their students do: by studying, doing, and reflecting; by collaborating with other teachers; by looking closely at students and their work; and by sharing what they see. This kind of cannot occur solely in college classrooms divorced from engagement in practice or solely in school classrooms divorced from knowledge about how to interpret practice. Linda Darling-Hammond Darling-Hammond (1997) emphasized potential importance of graduate education if it models good practice and is with teachers' daily practice. It then follows that graduate teacher education should model innovative teaching practices and innovative uses of new technologies. Distance technologies have power to increase opportunities for communication and sharing among teachers, as well as to bridge divide between graduate teacher education and PreKindergarten-12 classroom. This article shares results of our collaborative effort to combine distance-learning technologies (web-based courseware and interactive two-way video) with traditional face-to-face format in a graduate course on teaching, learning, and curriculum for practicing teachers. More specifically, we intended to design and deliver a multi-format course that provided opportunities for type of teacher Darling-Hammond described. Distance education is growing rapidly internationally and nationally (McIsaac & Gunawardena, 1996). Universities encourage use of distance technologies for several reasons: to improve student learning, to provide additional access to education (McIsaac & Gunawardena), to accommodate needs of nontraditional learners (McCormack & Jones, 1998), to thrive in an increasingly competitive academic marketplace (Jones & Pritchard, 1999), to scale courses up in numbers or geography, to broaden their range of course offerings, to make efficient courses with lower enrollment, and to show that institution is on cutting edge of technology use. Some universities have emphasized use of technologies, especially Web, to extent that critics have said they are engaged in a frenzied drive to web-based cliff (Harmon & Jones, 1999b). Instructional technologists warn against giddy excitement about promise of new technologies, such as Reeves' (1998) comment that the World Wide Web does not guarantee any more than presence of a library on campus guarantees learning (p. 3). Because of rapidly changing nature of technologies such as Internet, research too often must follow, rather than lead, development and instructional use. For that reason universities are facing to use new instructional media that do not yet have a substantial research and theory foundation (Hopper, 2000). Firdyiwek (1999) noted that course design and delivery may be driven more by technology than by pedagogy or research. Technology might include web courseware, interactive two-way video, use of internet sites, and more task-specific technology (e.g, scientific calculators). Both web courseware and interactive two-way video may be classified as distance or distributed learning. …" @default.
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• W1562517796 date "2003-12-22" @default.
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• W1562517796 title "Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors" @default.
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