This exploratory study examined the perceived usefulness of virtual classroom visits in literacy education coursework and teacher preparation programs from the perspectives of elementary teacher candidates (TCs) and teacher educators. Virtual tour technology was used to capture 360-degree views of classrooms. Participants (N = 10) had access to these virtual classrooms via a professional development website. After viewing four of the preK-6 virtual classrooms, participants were invited to a focus group or an interview where they described the potential use of virtual classroom visits in literacy education coursework. An inductive approach to analysis led to preliminary insights into the benefits and challenges of using virtual classrooms in teacher education programs and coursework. Findings suggest that virtual classroom visits have the potential to bridge the gap between what TCs learn in their coursework and their field experiences. Virtual classroom visits can offer TCs an additional window into exemplary classrooms and access to models of highly experienced teachers.
This qualitative case study was framed by an experiential learning approach organized around video resources and linguistically and culturally responsive content teaching. The study explored an overarching research question: How did teacher-learners in a grant project interact with a multimedia learning platform that combined teaching video and VoiceThread presentation, called VT project, designed to enhance their linguistically and culturally responsive content teaching (LCRCT) for English learners (ELs)? Data included participants’ VT projects, online and face-to-face class discussions, survey results, and final reflective papers in two TESOL courses as part of a National Professional Development grant program in a Midwestern University. Analyses demonstrated that the technology-assisted course design generally promoted a critical habit of mind among teacher-learners through opportunities to attentively notice and critically reflect on one’s own and others’ teaching practices. Teacher-learners demonstrated a shared ownership over their teaching processes while establishing a reflective discourse community, where the LCRCT framework guided their learning and practices of LCRCT for ELs. Study implications include ways for the teacher-learners to transfer their learning from this reflective multimedia-supported TESOL program into their classrooms, schools, and districts, as well as the challenges. The research was conducted by the three instructors who designed and implemented the course.
This paper examines adaptation processes a group of Maltese teachers employed to contextualize tablet PC use in formal educational contexts. Research in information systems stipulates that while time may play an important role in technology, timing for accommodation and adaptation still represents a gray area that requires more attention. Nascent data indicates that over a relatively short period of time, intense but voluntary exposure to tablet PCs triggered attitudinal adjustment processes that catered for accommodation and adaptation toward the technology. The sharing of experiences, technology mediations, and recursive and contextualized dialogues between players seem to have been important in accelerating sense-making adaptation processes, consolidating newly formed technological interpretations.
This case study documents the influence of preservice teachers’ experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein’s analytical philosophy. Influence was identified during self-confrontation interviews with preservice teachers (n = 8) in physical education with a video of their teaching. The findings indicated that this VETP program improved their ability to conduct a lesson. More precisely, these results showed the kinds of experiences PTs mobilized from the VETP (and others) when teaching, their number (n = 6), and the ways in which they drew on a variety of experiences. Two main avenues for modifying VETPs are then proposed: First, teaching should be viewed as both an object and a training situation, and second, VETPs should be integrated into a broad teacher-training path, which should be understood as a pool of experiences from which each teachers forge their own initial teaching practice.