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ERIC Number: EJ1262497
Record Type: Journal
Publication Date: 2020-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6434
EISSN: N/A
Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs)
Green, Katherine B.; Stuckey, Adrienne; Towson, Jacqueline A.; Robbins, Sandra H.; Bucholz, Jessica L.
Journal of Special Education Technology, v35 n3 p145-154 Sep 2020
In undergraduate college courses, assignments designed to showcase preservice teacher learning traditionally include classroom presentations, papers, projects, and tests. Often, these activities do not translate into permanent products that will be utilized outside the course. The purpose of this pilot study was to investigate the effects of self-created video podcasts on content acquisition among undergraduate preservice special education teachers. Preservice teachers in two undergraduate courses were randomly assigned to one of two conditions: (1) podcast condition (treatment group; n = 25) and (2) traditional live presentation condition (control group; n = 25). The participants in each group were then assigned targeted instructional strategies for teaching mathematics. Pre-post measures included a comprehensive multiple-choice test and an open-ended assessment targeting each assigned strategy. During the last 2 weeks of the semester, participants presented their final product and completed the posttests. Results suggested that the participants in the treatment group (podcasts) acquired a deeper understanding of their assigned strategy than the participants from the comparison group (live presentations). The treatment group also outperformed the control group on the comprehensive multiple-choice test.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A