The Trifecta Model: Teacher Preparation with Technology
Elizabeth Whitten, Luchara Wallace, Western Michigan University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this study was to increase the quality of pre-service special education teachers through a year-long investigation utilizing a trifecta model of preparation: (1) a mixed-reality environment with multiple methods of coaching, (2) on-line learning modules, and (3) field experiences utilizing various technologies to provide multiple means of coaching. Use of this trifecta model to personnel preparation can be generalized to other teaching programs.
Whitten, E. & Wallace, L. (2014). The Trifecta Model: Teacher Preparation with Technology. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 2690-2693). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 27, 2023 from https://www.learntechlib.org/primary/p/131194/.
© 2014 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
- Andreasen, J.B., Haciomeroglu, E.S., Akyuz, D., Coskun, S., Cristwell, P. & Whitby, P.S. (2008). Teacher training in multiple environments: Microteach versus virtual. Florida Association of Teacher Educators Journal, 1(8), 1-20.
- Brophy, J.E. (1979). Teacher behavior and its effects. Journal of Educational Psychology, 71(6), 733-750.
- Darling-Hammond, L. (2009, February). Teacher education and the American future. Charles W. Hunt Lecture. Presentated at the annual meeting of the American Association of Colleges for Teacher Education, Chicago.
- Gomez, L.M., Sherin, M.G., Griesdorn, J., & Finn, L. (2008). Creating social relationships: The role of technology in preservice teacher preparation. Journal of Teacher Education, 59(2), 117131.
- Hollins, E.R. (2011). Teacher preparation for quality teaching. Journal of Teacher Education. 62(4), 395-407.
- Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Bill & Melinda Gates Foundation. Retrieved March 16, 2012 from http://www.metproject.org
- Mullen, L., Beilke, J. & Brooks, N. (2007). Redefining field experiences: virtual environments in teacher education. International Journal of Human and Social Sciences, 2(1), 22-28.
- Rosenshine, B. (1983). Teaching Functions in Instructional Programs. Elementary School Journal, 83(4), 335-351.
- Scheeler, M.C., Bruno, K., Grubb, E., & Seavey, T.L. (2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210.
- Scheeler, M.C., Ruhl, K.L., & McAfee, J.K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27(3).
- Smith, D.D., & Tyler, N.W. (2011). Introduction to Special Education: Making a difference. (7th ed.) Pearson.
- Stronge, J.H. (2007). Qualities of effective teachers. (2nd ed.) Alexandria, VA: Association for Supervision and Curriculum Development.
- Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education. 61(1-2), 89 DASHDASH
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References