Using multimedia to teach inservice teachers: Impacts on learning, application, and retention

Pryor, Caroline R.; Bitter, Gary G.

doi:10.1016/j.chb.2008.03.007

Cited by 26 publications

(16 citation statements)

References 35 publications

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“…This is important because when technologies are used in TE programmes, they are said to promote reflection (Pryor and Bitter 2008), interaction and collaboration (Hughes 2007), and nurture communities of practice (Hanson-Smith 2006). This section discusses three online tools we use in this study (chats, discussion forums, and blogs) and their application in TE.…”

Section: Online Tools In Teacher Educationmentioning

confidence: 99%

“…Since that time and with the influential work of Schön (1991), it has been integrated in very real ways in LTE and teaching contexts. Typically on pre and in-service education programmes reflection happens in a number of ways, for example: reflective journals (Richards, Sylvester & Farrell, 2005); personal stories and pair/group co-operative discussions (Edge 2002(Edge , 2010; professional development portfolios (Farr forthcoming); and blogs and electronic portfolios (Pryor and Bitter 2008). As a social activity it marries easily with the emergence of electronic social media over the last ten years and their influence can be seen in various ways.…”

Section: Introductionmentioning

confidence: 99%

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Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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During the course of pre and in-service education programmes reflection can happen in a number of ways, for example: reflective journals, personal stories and pair/group co-operative discussions; professional development portfolios; and blogs and electronic portfolios. The aim of this paper is to examine various technologies such as online chat, discussion forums and blogs, in terms of their suitability and affordances as reflective media. It begins by examining positional survey data gathered from student teachers (STs) who have used these social media over a period of time.Following this it focuses on one of the desired outcomes of Reflective Practice (RP), the construction of a teacher identity as part of the process of becoming a professional. The construction of identity through the mediational tool of language used across these modes is examined through a corpus linguistics lens. Collections of language produced around RP activities are analysed as a corpus in quantitative and qualitative ways. These complementary sources of data in a mixed-methods approach provide some insights into the technologies and their potentials in a Language Teacher Education (LTE) context. To this end, our findings suggest that blogs, in particular, foster narration, RP and the expression of identities, while chat and forums promote emotional and affective engagement, all of which can be useful to STs at the initial and continuing stages of their career.

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Section: Online Tools In Teacher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Tracing the reflective practices of student teachers in online modes

Farr

Riordan

2014

ReCALL

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“…Inevitably, with the continuous growth and use of information and communication technology in all educational contexts, particularly at third level, research suggests that 'Multimedia holds potential to help teachers improve their practice by providing opportunities to reflect recursively and collaboratively on strategies useful in classroom discourse, and likely in many other areas' (Pryor andBitter 2008, 2678). Such reflection and collaboration can then be used as a support system for student teachers at the early stages of their careers, and this is important because 'Beginning teachers, like other classroom instructors, work independently for most of the day and have little opportunity to converse and collaborate with other teachers in their building' (Romano 2008, 53).…”

mentioning

confidence: 99%

Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora

Farr

Riordan

2012

Classroom Discourse

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Reflective learning, a practice carrying relatively high educational value, has been with us for some time. Its popularity has grown to the extent that it is often adopted unquestioningly by educational practitioners. However, there are some important questions to be asked in relation to reflective practice. In reality, its impact on improved and enhanced learning and practice, and ultimately its educational value, cannot be known without further examination, research and consideration. This paper uses evidence from a range of spoken and written corpora to gain some insights into the discourse of reflectivity as it is used by students and educators. The data, collected in a third level educational context, involves students performing tasks widely believed to promote reflection. The spoken data comes from student teachers discussing practice language lessons and their general studies, and the written data comes in the form of student essays, online blogs and online discussions from student teachers, language students, and computer science multi-media gaming students. The corpora are firstly examined for engagement in reflection using levels of contribution and interactivity (quantitatively measured through word counts and utterance length). Secondly, comparative frequency lists are used to generate key lexical items (verbs, adverbs, adjectives, nouns) suggestive of reflective discourse. The analyses suggest that the amount and type of reflection is influenced by the discourse mode, the task, the participants and power dynamics. Ultimately, the objective of this paper is to take a first step towards suggesting a more tangible framework for examining the relatively elusive practice of reflection for educational purposes. In an attempt to do this, it raises some questions and generates further hypotheses for follow-up research investigation.

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“…of nursing students, or the knowledge score of examinees. They all proved that multimedia training is more effective than other types of training (Pryor & Bitter, 2008;Atashzadeh et al, 2006;Mladenovski & Kieser, 2008). These findings are in line with those of the present study, indicating the elevation of mothers' communication skills.…”

Section: Discussionmentioning

confidence: 99%

“…In some cases, electronic education per se can meet educational needs. Such an increasing demand for education has led educational centers and companies to develop appropriate software programs (Zolfaghari et al, 2007;Pryor & Bitter, 2008). Studies of Pryor and Bitter (2008) on teachers' on-the-job training courses, Atashzadeh et al (2006) on nursing students' learning, and Mladenovski and Kieser (2008) on patients' knowledge score before operation showed that multimedia education is more effective than other methods.…”

Section: Introductionmentioning

confidence: 99%