ERIC Number: EJ1058345
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 55
Approximating the Practice of Mathematics Teaching: What Learning Can Web-Based, Multimedia Storyboarding Software Enable?
Herbst, Patricio; Chieu, Vu-Minh; Rougée, Annick
Contemporary Issues in Technology and Teacher Education (CITE Journal), v14 n4 p356-383 Dec 2014
This paper builds on Grossman's notion of approximations of practice as scaled-down opportunities for preservice teachers to learn to teach by doing. The authors propose the use of media rich, collaborative web-authoring tools for preservice teachers to create, complete, or edit scenarios in which they practice particular activities of teaching, such as explaining a mathematics concept or reviewing students' work. The ways these environments can be used to fit the notion of approximations of practice are described, along with the authors' experience using the web-based software Depict (in the LessonSketch platform) in the teaching of secondary mathematics methods. This use of multimedia scenarios combines the advantages of visual and video-based approaches to the study of practice with those approaches that ask the preservice teachers to create scenarios (e.g., lesson plays). The value of integrating this storyboarding web software in a larger environment where scenarios can be created collaboratively, annotated, and commented on in forums is presented.
Descriptors: Mathematics Instruction, Web Based Instruction, Multimedia Materials, Multimedia Instruction, Preservice Teachers, Experiential Learning, Electronic Learning, Asynchronous Communication, Teacher Educators, Instructional Design, Educational Practices, Computer Software, Teaching Methods, Secondary School Mathematics
Society for Information Technology and Teacher Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Secondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DRL-0918425|ESI-0353285