Overcoming Challenges

Carnahan, Christina R.; Basham, James D.; Christman, Jennifer T.; Hollingshead, Aleksandra

doi:10.1177/004005991204500207

Cited by 18 publications

(1 citation statement)

References 23 publications

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“…Recent research provides abundant evidence that technology is and will continue to play a more prominent role in 21 st Century inclusive classrooms (Hardman, in press). For example, special educators are using Web 2.0 to differentiate instruction in mathematics (Bouck & Meyer, 2012), writing (Jones, 2012;Olthouse & Miller, 2012), and to create video models to teach the generalization of new skills (Carnahan, Basham, Christman, & Hollingshead, 2012). They use wikis, blogs, vlogs, and social networks to support group planning and collaboration (Charles & Dickens, 2012); Web-based software to design and conduct curriculum based assessment and to manage data collection and analysis (Goo, Watt, Park, & Hosp, 2012); and Webquests, gaming, cloud computing, Apps, and the flipped classroom to enhance the differentiation of instruction (Bender, 2012).…”

Section: Preparing Special Educators To Lead 21st Century Learning Comentioning

confidence: 99%

How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education

Hardman

2015

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This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed that 200 of the 218 graduate students who joined the PLC as graduate students continued their membership after graduation but participated in community work as observers only, rarely if ever contributing anything to community growth and development. The implication of the results are discussed with respect to the importance of preparing teachers for service in today's modern 21 st Century academically diverse, inclusive learning communities.

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