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Using Web-based Practice Activities to Enhance and Support Preservice Teachers’ Learning

Pamela M. Stecker*, Paul Riccomini**

* Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

** Associate Professor, Teacher Education, Eugene T Moore School of Education, Clemson University

Periodicity:August - October'2008
DOI : https://doi.org/10.26634/jpsy.2.2.337

Abstract

This article details two ways in which web-based practice activities were used to support instruction and enhance preservice teachers’ learning in a course on teaching reading to students with learning disabilities. First, we describe two performance-based assessments used to evaluate the integration of preservice teachers’ knowledge and skills with respect professional standards. Then, we briefly summarize two small studies that contrasted technology-enhanced practice with more traditional practice activities to support preservice teachers’ learning specifically progress monitoring and in teaching essential beginning ready. Last, we discuss how teacher preparation programs may better meet performance-based professional standards through relatively simple integration of web-based technology in course activities designed to improve preservice teachers’ knowledge and skills.

Keywords

Pre-service, Teacher Education, Teacher Preparation, Web-Based Practice, Enhanced Practice, Oral Reading Fluency, Alphabetic Principle, Phonics.

How to Cite this Article?

Pamela M. Stecker and Paul Riccomini (2008). Using Web-based Practice Activities to Enhance and Support Preservice Teachers’ Learning. i-manager’s Journal on Educational Psychology, 2(2), 9-15. https://doi.org/10.26634/jpsy.2.2.337

References

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[2].Council for Exceptional Children. [2003]. What every special educator must know: Ethics, standards, and guidelines for special educators [5^th ed. ]. Upper Saddle River, NJ: Pearson.

[3].Deno. S. L. (1992). The nature and development of curriculum-based measurement. Preventing School Failure, 36 (2), 5-10.

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[5]. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel.Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups [NIH Publication No. 00-4 754). Washington, DC: U.S. Government Printing Office.

[6].O'Neal, K., Jones, W. P., Miller, S. P., Campbell, P., & Pierce, T. (2007). Comparing web based to traditional instruction for teaching special education content. Teacher Education and Special Education 30(1), 24-41.

[7].Riccomini, P. J. (2005). Identification and remediation of systematic error patterns in subtraction. Learning Disability Quarterly, 28(3). 1 -10.

[8]. Riccomini, P. J., & Stecker. P. M. [2005]. Effects of technology-enhanced practice on scoring accuracy of oral reading fluency. Journal of Special Education Technology, 20(3), 5-12.

[9].Stecker, P. M Riccomini, P. J. (2008, manuscript in preparation). The use of technology-enhanced practice activities to support preservice teachers phonics knowledge and application.

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