Determining the impact of on-line practicum facilitation for in-service teachers

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Show simple item record Frey, Timothy 2009-04-28T19:27:13Z 2009-04-28T19:27:13Z 2009-04-28T19:27:13Z
dc.description.abstract This study investigated the impact of a project-based graduate practicum experience that was facilitated on-line. The study investigated the affects of the on-line practicum experience by: (1) using quantitative data to assess the learning and professional growth of the practicum participants in comparison to a group of teachers that did not participate in the practicum experience, and (2) identifying the qualitative components of the practicum experience that facilitated successful completion and implementation of best practice teaching skills of the practicum participants. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the on-line practicum: 1) use of meaningful learning activities, 2) collaborative learning communities, 3) structure of the practicum project. Effective use of these components can facilitate significant professional growth for in-service teachers engaged in on-line practicum experiences. en
dc.rights Copyright by the Association for the Advancement of Computing in Education (AACE). Reprinted from the Journal of Technology and Teacher Education 2008 with permission of AACE ( en
dc.subject Teachers en
dc.subject Distance education en
dc.subject Educational technology en
dc.subject Professional development en
dc.subject Teaching methods en
dc.subject Practica
dc.title Determining the impact of on-line practicum facilitation for in-service teachers en
dc.type Text en 2008 en
dc.citation.epage 210 en
dc.citation.issue 2 en
dc.citation.jtitle Journal of technology and teacher education en
dc.citation.spage 181 en
dc.citation.volume 16 en
dc.contributor.authoreid tfrey en

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