Technology's Role in Field Experiences for Preservice Teacher Training

The purpose of this paper is to provide a comprehensive review of how technology has been used to enhance or replace field experiences in preservice teacher preparation programs, and discuss the benefits and limitations of traditional and technology-enhanced/virtual field experience approaches. In this paper, three types of technology-enhanced field experiences are discussed: Type I - concrete, direct experience in reality; Type II – vicarious, indirect experience with reality; and Type III – abstract, experience with model of reality. Five specific benefits of technology use in field experiences are identified, namely a) exposure to various teaching/learning environments, b) creation of shared experiences, c) promoting reflectivity, d) preparing students cognitively, and e) learning about technology integration. Several limitations of technology-integrated field experiences are also discussed, including (a) lack of interaction with teachers and students, (b) limited reality and complexity, (c) availability of relevant cases, and (d) technical problems. In conclusion, it is suggested that the overall goals and objectives for a specific field experience must be the focus when field experience options are being explored.

[1]  Cheng-Chih Wu,et al.  Streaming Videos in Peer Assessment to Support Training Pre-service Teachers , 2008, J. Educ. Technol. Soc..

[2]  Timothy J. Frey.  Determining the Impact of Online Practicum Facilitation for Inservice Teachers , 2008 .

[3]  Elizabeth A. Baker.  Can Preservice Teacher Education Really Help Grow a Literacy Teacher?: Examining Preservice Teachers' Perceptions of Multimedia Case-Based Instruction. , 2002 .

[4]  Landon E. Beyer.  Field Experience, Ideology, and the Development of Critical Reflectivity , 1984 .

[5]  Niki Davis,et al.  Virtual Field Experience – Observing Virtual Teaching at a Distance: A Pilot Study , 2008 .

[6]  Katherine P. McFarland.  Promoting Reflective Practices in Pre-Service Teachers: Choosing Three Portfolio Goals. , 1998 .

[7]  James W. Stigler,et al.  The role of lesson analysis in pre-service teacher education: an empirical investigation of teacher learning from a virtual video-based field experience , 2007 .

[8]  유창조.  Naturalistic Inquiry , 2022, The SAGE Encyclopedia of Research Design.

[9]  M. McDevitt,et al.  A Virtual View: Classroom Observations at a Distance , 1996 .

[10]  Joan L. Whipp,et al.  Scaffolding Critical Reflection in Online Discussions , 2003 .

[11]  D. Cruickshank,et al.  Field Experiences in Teacher Education: Considerations and Recommendations , 1986 .

[12]  Dave S. Knowlton.  Using Asynchronous Discussion to Promote Collaborative Problem Solving among Preservice Teachers in Field Experiences: Lessons Learned from Implementation , 2005 .

[13]  Curtis J. Bonk,et al.  Web-Based Case Conferencing for Preservice Teacher Education: Electronic Discourse from the Field , 1998 .

[14]  Gerald Girod,et al.  Exploring the Efficacy of the Cook School District Simulation , 2006 .

[15]  Thomas Brush,et al.  A model for video-based virtual field experience , 2006 .

[16]  Susan Pedersen,et al.  Connecting the University with a Professional Development School: Pre-service Teachers’ Attitudes Toward the Use of Compressed Video , 2004 .

[17]  Jean Ann Foley,et al.  Making It Real: Sim-School a Backdrop for Contextualizing Teacher Preparation , 2005 .

[18]  Joyce Lynn Garrett,et al.  Using Video Conferencing to Supervise Student Teachers , 1998 .

[19]  Sandra L. Atkins.  Windows of oppportunity: preservice teachers' perceptions of technology-based alternatives to field experiences , 1998 .

[20]  Sara Dexter,et al.  Using asynchronous discussion to support preservice teachers’ practicum experiences , 2003 .

[21]  Tzu-Chien Liu,et al.  Web-based Cognitive Apprenticeship Model for Improving Pre-service Teachers\u2019 Performances and Attitudes towards Instructional Planning: Design and Field Experiment , 2005, J. Educ. Technol. Soc..

[22]  M. G. Sherin,et al.  Using Video to Support Teachers’ Ability to Notice Classroom Interactions , 2005 .

[23]  Jack V. Powell,et al.  Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education , 2005 .

[24]  Barbara D. Day,et al.  Early Field Experiences in Preservice Teacher Education: Research and Student Perspectives , 1999 .

[25]  Shari L. Stockero.  Differences in Preservice Mathematics Teachers' Reflective Abilities Attributable to Use of a Video Case Curriculum , 2008 .

[26]  Jo Towers,et al.  Using video in teacher education , 2007 .

[27]  M. Lundeberg,et al.  Noticing Noticing , 2008 .

[28]  J. Brophy,et al.  Using Video in Teacher Education , 2003 .

[29]  James Daniel Lehman,et al.  A Freirian Framework for Technology-Based Virtual Field Experiences , 2005 .

[30]  Guolin Lai,et al.  Exploring the Effectiveness of a Field Experience Program in a Pedagogical Laboratory: The Experience of Teacher Candidates. , 2008 .

[31]  Glenda A. Gunter,et al.  A Catalyst for Change: Influencing Preservice Teacher Technology Proficiency , 2004 .

[32]  Sue Johnston,et al.  Experience is the Best Teacher; or is it? An Analysis of the Role of Experience in Learning to Teach , 1994 .

[33]  Ralph T. Putnam,et al.  What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? , 2000 .

[34]  James Daniel Lehman,et al.  Virtual Field Experiences: Helping Pre-Service Teachers Learn about Diverse Classrooms through Video Conferencing Connections with K-12 Classrooms , 2003 .

[35]  G. Bull,et al.  Contemporary Issues in Technology and Teacher Education , 2009 .

[36]  Donald A. Schön.  Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions , 1987 .

[37]  Kara Dawson,et al.  When curriculum-based, technology-enhanced field experiences and teacher inquiry coalesce: An opportunity for conceptual change? , 2007, Br. J. Educ. Technol..

[38]  D. Mcintyre,et al.  Field Experiences in Teacher Education: From Student to Teacher. , 1983 .

[39]  Gloria Appelt Slick,et al.  Emerging Trends in Teacher Preparation: The Future of Field Experiences. , 1995 .

[40]  H. C. Greene.  Creating Connections: A Pilot Study on an Online Community of Learners. , 2005 .

[41]  Briant J. Farnsworth,et al.  Preparing tomorrow's teachers to use technology: attitudinal impacts of technology-supported field experience on pre-service teacher candidates , 2004 .

[42]  Sharon Feiman-Nemser,et al.  Pitfalls of Experience in Teacher Preparation , 1985, Teachers College Record: The Voice of Scholarship in Education.

[43]  S. Brookfield.  Becoming a critically reflective teacher , 1995 .

[44]  Eldon Meyers.  Using Electronic Journals to Facilitate Reflective Thinking regarding Instructional Practices during Early Field Experiences , 2006 .

[45]  Steve Rhine,et al.  Enhancing pre‐service teachers’ reflective practice with digital video‐based dialogue , 2007 .

[46]  David M. Byrd,et al.  Preparing tomorrow's teachers : the field experience , 1996 .

[47]  Thomas M. Duffy,et al.  A Hypermedia System to Aid in Preservice Teacher Education: Instructional Design and Evaluation. Presentation , 1996 .

[48]  Cheryl L. Mason.  Online teacher education: an analysis of student teachers'use of computer-mediated communication , 2000 .

[49]  Lisa Holstrom,et al.  A New View: Reflection and Student Teacher Growth through an E-Practicum Model , 2007 .

[50]  John H. Doty,et al.  Cybermentoring: Evolving High-End Video Conferencing Practices to Support Preservice Teacher Training , 2006 .

[51]  James Laffey,et al.  Software and learning systems design for field-based experience , 1998 .

[52]  Charles R. Graham,et al.  Development of Teaching and Technology Integration: Focus on Pedagogy , 2008 .

[53]  Kellah M. Edens.  Promoting Communication, Inquiry and Reflection in an Early Practicum Experience via an On-Line Discussion Group , 2000 .

[54]  Karen McFerrin,et al.  Technology and Teacher Education Annual, 2008 , 2008 .

[55]  Jack V. Powell,et al.  Manifestation of Pre-Service Teachers' Interpersonal Skills: Effects of Simulated and Real Experience , 2006 .

[56]  David Gibson,et al.  simSchool: The game of teaching , 2005 .

[57]  Chun Hu,et al.  Enhancing Multipoint Desktop Video Conferencing (MDVC) with lesson video clips , 2000 .

[58]  David Moffett.  Using the Internet To Enhance Student Teaching and Field Experiences , 2001 .

[59]  Abbie Brown.  Simulated Classrooms and Artificial Students: The Potential Effects of New Technologies on Teacher Education. , 1999 .

[60]  D. Schon.  Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions. The Jossey-Bass Higher Education Series. , 1987 .

[61]  D. John McIntyre,et al.  Student Reactions to Using Video Cases for Evaluation of Early Field Experiences. , 1993 .

[62]  H. Carol Greene,et al.  Lead By Example: The Impact of Teleobservation on Social Studies Methods Courses , 2006, Social Studies Research and Practice.

[63]  Sara Dexter,et al.  Using asynchronous discussion to support pre-service teachers’ education practicum experience , 2003 .

[64]  George J. Posner,et al.  Field Experience: A Guide to Reflective Teaching , 1985 .

[65]  A. Strauss,et al.  The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .

[66]  Jesse Goodman.  Making Early Field Experience Meaningful: a critical approach , 1986 .

[67]  Ronald J. Abate,et al.  Survey on Faculty Use of Interactive Videodisc Technology in Teacher Education , 1993 .

[68]  C. Lynne Hannah,et al.  Self-Study: Students Evaluate the Use of Video "Cases" in an Educational Psychology Course with a Field Component. , 1995 .

[69]  Sabine Payr.  NOT QUITE AN EDITORIAL: EDUCATIONAL AGENTS AND (e-)LEARNING , 2005, Appl. Artif. Intell..

[70]  Jesse Goodman,et al.  What Students Learn from Early Field Experiences: A Case Study and Critical Analysis , 1985 .

[71]  Brendan Calandra,et al.  An Exploratory Study of Digital Video Editing as a Tool for Teacher Preparation , 2008 .

[72]  Kathleen A. Gruenhagen,et al.  Using Distance Education Technologies for the Supervision of Student Teachers in Remote Rural Schools , 1999 .