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ERIC Number: ED403162
Record Type: Non-Journal
Publication Date: 1996-Jun
Pages: 26
Abstractor: N/A
Reference Count: N/A
Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers.
Farenga, Stephen J.; Joyce, Beverly A.
The majority of teacher candidates feel unprepared to teach with computers, and few teacher training programs are preparing future educators to effectively use the Internet to enrich their classrooms and contribute to their own personal development. The purpose of this study was to teach the procedural knowledge required to navigate the Internet and thus take students from novice to Internet practitioner status in a minimal amount of time. The study measured the effect of short-term training using the Procedural Knowledge Teaching Model (PKTM). The PKTM was constructed based on research in cognitive science to help students understand how they think, remember, and learn. Forty undergraduate students enrolled in two science education methods courses participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short-term training as provided by the Academic Seminar Training Model, a one-session seminar following the three-phase approach outlined in the Procedural Knowledge Teaching Model, was sufficient to change students' behavior and confidence levels regarding the use of the Internet. Contains 28 references. (PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A