Using Virtual Technology to Enhance Field Experiences for Pre-Service Special Education Teachers

Abstract

Teacher educators of pre-service teachers of students with special needs face challenges in providing the unique knowledge and skills required of highly qualified special education teachers. The emerging use of various forms of virtual technology, however, offers realistic solutions to these problems. This systematic review of literature examines 14 studies that utilized these virtual technologies to increase learning outcomes for pre-service special education teachers during field experiences or courses that prepared them for such experiences. Included studies examined the efficacy of learning from digital case studies, supervision via videoconferencing, audio-cued coaching, and participation in virtual reality activities. Results confirmed that these types of technologies can greatly enhance field-based learning opportunities for pre-service special education teachers.

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

“…One alternative to this challenge is virtual supervision: using distance education methods (synchronous or asynchronous) to supervise student teachers as a supplemental approach to face-to-face supervision (Branburg 2001;Brintnall 2002;Hager et al 2012). Synchronous virtual supervision of preservice teachers is not a new concept in teacher education, dating back at least to the EDNET efforts in UT (Thurston and Sebastian 1996) and GA (Gruenhagen et al 1999), and continuing through several efforts focused on counseling education (Chapman et al 2011;Coursol 2004) and special education (Billingsley and Scheuermann 2014;Dymond et al 2008;Falconer and Lignugaris-Kraft 2002;Seabrooks et al 2000). However, synchronous virtual supervision has not been adopted by teacher education programs widely; projects focusing on preservice teachers have tended to emphasize asynchronous technology, such as email (e.g., Brintnall 2002;Roddy 1999), online discussion boards (Babinski et al 2001;Edens 2000), and compressed video (Branburg 2001;Fry and Bryant 2006) that do not allow direct distance supervision.…”

Pre-service teachers’ perceptions of cooperative learning in a face-to-face and 3D virtual environment: an exploratory study

“…Furthermore, according to the researchers VWs are permanent environments where participants can interact with others, having a sense of being with them (Chau et al, 2013). Regardless of the benefits of using VWs with educational purposes, there is a dearth of studies that show the benefits of using these kinds of environments in pre-service teachers programs (Billingsley & Scheuermann, 2014). In a review of the literature, only 21 theoretical and empirical articles have been found on the use of VWs for teacher education .…”

“…As indicated by Billingsley and Scheuermann (2014) there is insufficient research that explores the benefits of using virtual environments in pre-service teachers' programs.…”

“…This idea has been reinforced by Garland, Vasquez III and Pearl (2012) who have observed that further research is needed in relation to virtual learning platforms and their added benefits for learning. Additionally, the use of virtual reality representations does not have a widespread use in teacher-training programs, which results in the underuse of this type of technology for teacher educators (Billingsley & Scheuermann, 2014). Nussli, Oh and McCandless (2014) argue there are insufficient empirical studies in relation to providing teachers with the necessary skills to incorporate 3D VWs in their future teaching practices.…”

“…Even more, in a virtual environment setting, participants have the choice to adopt particular different roles and personalities and accomplish specific tasks when performing those roles (Childs & Peachey, 2013). Billingsley and Scheuermann (2014) have proposed that the use of virtual simulations with instructional purposes seems to be a promissory element in pre-service teacher's programs to develop confidence and capability before actual in-service teaching.…”