Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments

ID: 52059 Type: Full Paper
  1. Susan Poyo, Franciscan University, United States

Tuesday, March 27 2:15-2:45 PM Location: Banneker View on map

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Abstract: As traditional classrooms have expanded to include virtual learning environments, teachers’ acquisition of specific knowledge and skills for effective use of technology has become paramount This research examines pre-service teachers’ needs relevant to integrating technology in an online learning environment and is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, providing opportunities to become fluent in the technological pedagogical content knowledge (TPACK) vital for online and traditional face-to-face instruction The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment A mixed-methods concurrent triangulation design procedure was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains Participants made statistically significant gains upon completion of the intervention The implementation of an intervention such as this online module supports teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers, providing valuable information necessary to guide program goals and preparing for instruction in dual learning environments.

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