A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education

Thomas, Cathy Newman; Rieth, Herbert J.

doi:10.1177/016264341102600201

Cited by 16 publications

(23 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…If field experience is not accessible, case study (Burden, Tinnerman, Lunce, & Runshe, 2010;Fitzgerald et al, 2011;Schrader et al, 2003) and problem-based learning (Barron et al, 1998;Hmelo-Silver, Duncan, & Chinn, 2007;Ochoa, Kelly, Stuart, & Rogers-Adkinson, 2004) can provide authentic and situated practice. Theoretically sound and well-designed multimedia has excellent affordances for teacher learning (Atkins et al, 2010;Borko, Whitcomb, & Liston, 2009;Bransford, Brophy, & Williams, 2000;Clark, 2009;Jonassen, 2008;Mayer, 2009;Thomas & Rieth, 2011). • • Support novices in developing expert thinking habits: Professionalization (CEC, 2003;NCATE, 2008) and enculturation (Feiman-Nemser, 2003) of novice teachers is critical.…”

Section: • • Engage In Self-reflection: Teacher-educators Shouldmentioning

confidence: 99%

Considering the Impact of Preservice Teacher Beliefs on Future Practice

Thomas

2013

Intervention in School and Clinic

View full text Add to dashboard Cite

Preservice teacher beliefs merit additional attention from special education teacher-educators. Given current policy and reforms aimed at improving outcomes for students with disabilities and increasing the adoption of evidence-based practices, teacher-educators should recognize the barrier that preservice teacher beliefs can pose and consider beliefs as a potential contributor to the longstanding gap between research and practice in special education. Two particular belief constructs addressed in this article are (a) self-efficacy and (b) credibility for information sources. Each of these influences preservice teacher confidence, motivation, decision making, and actions in service of students with disabilities, impacting instructional decision making and treatment of children.

show abstract

Section: • • Engage In Self-reflection: Teacher-educators Shouldmentioning

confidence: 99%

Considering the Impact of Preservice Teacher Beliefs on Future Practice

Thomas

2013

Intervention in School and Clinic

View full text Add to dashboard Cite

show abstract

“…The model study (Riccomini & Stecker, 2005) was important because it contributed to the limited data base regarding the impact of technology on measurable learning outcomes for preservice teachers (Bull et al, 2005;Grossman, 2005;Thomas & Rieth, 2010). The findings of this study demonstrate that both audio and video of real children reading are equally viable methods of developing preservice teachers' skills in ORF assessment.…”

Section: Discussionmentioning

confidence: 86%

“…For example, technology can serve to accelerate experience by providing contextualized practice (Spiro, Collins, Thota, & Feltovich, 2003), augmenting and enhancing rather than replacing important hands-on, real-life learning experiences (Ludlow, 2001). In order to inform the teacher education community about the best uses of technology, research that compares the efficacy of technology to other methods and disaggregates technology features to identify those that contribute to student outcomes is necessary (Roblyer & Knezek, 2003;Thomas & Rieth, 2010). …”

mentioning

confidence: 99%

Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency

Thomas

Smith

Zhao

et al. 2012

J Spec Educ Technol

Self Cite

View full text Add to dashboard Cite

Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.

show abstract

“…Multimedia instruction, either alone or in conjunction with other instructional supports, has been demonstrated in the literature as effective for promoting knowledge (Gormley & Ruhl, 2007;Kennedy et al, 2013;Thomas & Rieth, 2011). The potential advantages of technology for instruction have long been advocated (see Bransford, Brophy, & Williams, 2000;Bransford et al, 1990).…”

Section: The Role Of Multimedia Instruction In Teacher Preparation Anmentioning

confidence: 99%

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Sayeski¹,

Kennedy

Irala³

et al. 2015

Exceptionality

View full text Add to dashboard Cite

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N D 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.The need to improve literacy instruction in schools is a perennial challenge. Fortunately, decades of reading research have yielded a body of knowledge that has enhanced the field's understanding of reading acquisition, reading difficulty, and reading intervention (Moats & Foorman, 2003; National Reading Panel, 2000). Based on these findings, individuals and various professional organizations advocate for the inclusion of specific literacy-related knowledge within teacher preparation programs

show abstract

A Research Synthesis of the Literature on Multimedia Anchored Instruction in Preservice Teacher Education

Cited by 16 publications

References 51 publications

Considering the Impact of Preservice Teacher Beliefs on Future Practice

Considering the Impact of Preservice Teacher Beliefs on Future Practice

Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Contact Info

Product

Resources

About