Effects of Immediate Feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance

Abstract

University faculty and supervisors dedicated to the preparation of future teachers are facing more challenges than ever before in doing more with less. This includes supervising more preservice teachers in more schools, spread out over a wide geographic area. Feedback is essential to learning, and recent research suggests that the most effective feedback is immediate rather than delayed. New advances in technology may make the job of supervision more efficient and when used to provide immediate feedback, more effective as well. Research was conducted to evaluate the effects of using webcams and Bluetooth™ technology to deliver immediate feedback to special education preservice teachers in practicum placements from remote locations. Results suggest that immediate feedback provided via this technology was effective in increasing the targeted technique in all five preservice teachers who participated in the study. Each participant rated the intervention as acceptable. Implications for classroom application are discussed.

Understanding feedback: A learning theory perspective

“…Four articles from a behaviouristic point of view investigated feedback via bug-in-the-ear technology and its effects on (student) teachers' teaching behaviours (Goodman et al, 2008; Scheeler et al, 2010Scheeler et al, , 2012Scheeler & Lee, 2002). All of them concluded that immediate feedback is effective, and, in addition, Goodman et al (2008) and Scheeler et al (2010) advised that feedback should be specific and corrective.…”

“…As Table 3 shows, from a behaviouristic perspective (Goodman et al, 2008;Rodriguez et al, 2009;Scheeler et al, 2010Scheeler et al, , 2012Scheeler & Lee, 2002), feedback should be given immediately and/or timely (Auld et al, 2010). In addition, Van der Kleij et al (2012; from social constructivism) described that feedback can be provided immediate or delayed.…”

“…Table 1 lists all mentioned feedback characteristics, which are addressed in this section. From a behaviouristic and cognitive point of view, corrective feedback is suggested to be effective (Goodman et al, 2008;Scheeler et al, 2012;Van Beuningen et al, 2012). Ferreira et al (2007) distinguished two forms of corrective feedback: the Giving Answers Strategy (GAS) and the Prompting Answers Strategy (PAS).…”

“…From behaviourism (Rodriguez et al, 2009;Scheeler et al, 2012), social cultural theory (Orsmond & Merry, 2011), and social constructivism (Martens et al, 2010), feedback should be positive. On the other hand, Shute (2008) suggested giving neutral, unbiased, and objective feedback.…”

“…Ten articles were based on behaviourism: Werts, Wolery, Holcombe, and Gast (1995), Lee (2002), Ferreira, Moore, andMellish (2007), Goodman, Brady, Duffy, Scott, and Pollard (2008), Rodriguez, Loman, and Horner (2009), Auld, Belfiore, and Scheeler (2010), Scheeler, Congdon, and Stansbery (2010), Duchaine, Jolivette, and Fredrick (2011), Ochieng' Ong'ondo and Borg (2011), and Scheeler, McKinnon, and Stout (2012.…”