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ERIC Number: ED428053
Record Type: RIE
Publication Date: 1999-Feb-25
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."
Lan, Jiang JoAnn
This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create a new paradigm in teacher education and make instruction more relevant, responsive, and meaningful. Redesigned course features included online course syllabi; online resources (e.g., World Wide Web links and study guides); a virtual classroom; fewer lectures and more guidance for using the Internet to supplement reading assignments; and online discussions. The graduate course included control and experimental groups. The experimental group had 5-10 students with access to the Internet. It met with the entire class only 2-times during the term. Course assessment included pre- and post-surveys of students' self-reported change in understanding of the impact and value of technology, comparison between experimental and control groups, followup interviews with students, and students' electronic portfolios. Results indicated that the dynamics of learning shifted from teacher-centered, lecture-driven to learner-centered, self-regulated, and needs-driven. Learners developed high level cognitive skills, critical thinking skills, and interpersonal leadership and management skills. Technology enabled students to make active contributions to the construction of knowledge. The redesigned courses promoted cooperative learning and enabled immediate feedback from instructors. (Contains 19 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Washington, DC, February 24-27, 1999).