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Building Partnerships Between Preservice and Inservice Teachers: A Project Facilitated by Interactive Videoconferencing
Article

, , , Texas A&M University, United States

IJET Volume 3, Number 1, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this study we describe participants' reactions to a school/university partnership facilitated by two-way, interactive video and identify variables that promote and/or limit such partnerships. Preservice and inservice teachers designed, developed, and evaluated instruction as a virtual field-based experience. Participants were 141 preservice teachers in an educational technology course and 11 school faculty. Qualitative and quantitative analyses revealed that the partnership proved to be rewarding; partners learned; people, collaborative processes, and technology made the partnership work; whereas time, lack of skill, interest, goal clarity, and frustration with undependable technology limited the partnership. Survey data indicated the importance of several considerations when designing virtual school/university partnerships: (a) attend to personal goals, (b) allow participants to pursue topics that interest them, (c) assure that all partners benefit, (d) provide for reflection upon effects of the partnership, and (e) clarify goals and roles of stakeholders.

Citation

Cifuentes, L., Sivo, S. & Reynolds, T. (1997). Building Partnerships Between Preservice and Inservice Teachers: A Project Facilitated by Interactive Videoconferencing. International Journal of Educational Telecommunications, 3(1), 61-82. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved January 22, 2020 from .

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