Using the R2D2 Model for Creating Collaboration Among Practicing Teachers and Preservice Teachers During Reading Assessment Preparation at Four Universities
Donna Merkley, Frederick Duffelmeyer, Iowa State University, United States ; Penny Beed, University of Northern Iowa, United States ; Sharon Jensen, Simpson College, United States ; Aileen Bobys, Morningside College (formerly), United States
Journal of Technology and Teacher Education Volume 15, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
It is essential that preservice teachers have successful experiences with infused technology during teacher preparation. This article describes a project in which collegial interaction among practicing teachers and preservice teachers at four participating institutions of higher education was enhanced by technological innovation. The Recursive, Reflective Design, and Development Model (R2D2) provided the blue print for creating a technology-enhanced environment in order to advance preservice teachers' understanding of early literacy assessment.
Merkley, D., Duffelmeyer, F., Beed, P., Jensen, S. & Bobys, A. (2007). Using the R2D2 Model for Creating Collaboration Among Practicing Teachers and Preservice Teachers During Reading Assessment Preparation at Four Universities. Journal of Technology and Teacher Education, 15(4), 463-482. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2007 Society for Information Technology & Teacher Education
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Richard E. Ferdig, University of Florida, United States; Debra Sprague, George Mason University, United States; Cleborne Maddux, University of Nevada, United States; Peter Albion, University of Southern Queensland, Australia
Journal of Technology and Teacher Education Vol. 15, No. 4 (October 2007) pp. 429–437
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