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ERIC Number: EJ682187
Record Type: Journal
Publication Date: 2004-Dec
Pages: 8
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1066-8926
Teacher Education: Linking Theory to Practice through Digital Technology
Wursta, Melanie; Brown-DuPaul, Judy; Segatti, Laura
Community College Journal of Research and Practice, v28 n10 p787-794 Dec 2004
Teacher education faculty need to bridge college course knowledge to actual practices in early childhood classrooms. Historically, faculty have lectured about best practices and then students have attempted to integrate these concepts into their own teaching with children. This article highlights one community college's use of digital photography to create a visual archive of student teachers exemplary environments, displays, curriculum materials, and learning experiences. The photographs are cataloged and formatted for PowerPoint presentations in college courses as well as in faculty development and recruitment opportunities. After discussing limitations in other pedagogical techniques, the article chronicles the thought processes involved in the creation of this unique teaching tool. The article details numerous benefits of utilizing digital photography for modeling best practices. The benefits include modeling the use of visual documentation for student teachers, exposing students to technology-based instruction, introducing photographs for online courses, teaching in the visual as well as verbal modes, and promoting the development of student teachers’pride in their own work. An archive of exemplary photographs of actual children and children's classrooms links to college course lectures and discussion. This connection can lead to a more complete understanding of key concepts and practices.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.;
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A