Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction

Abstract Teacher educators play an influential role in the chain of improvement needed to address gaps in vocabulary knowledge and performance for some children. If created in careful accordance to design principles, multimedia can serve as a tool to improve preservice teacher knowledge in this domain. The present experimental study investigated a multimedia-based intervention, which pairs a modeling video with a Content Acquisition Podcast (i.e., video plus CAP), to teach preservice teachers (n = 101) about an effective vocabulary intervention for students at risk for or with learning disabilities. Preservice teachers were randomly assigned to either watch a video plus CAP or read a practitioner-friendly reading on vocabulary instruction. Those who watched the video plus CAP significantly outperformed the comparison group on a posttest and maintenance test of knowledge.

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