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Is Second Life effective for pre-service teachers’ teaching practice?
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, , Korea National University of Education, Korea (South) ; , University of Cincinnati, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The aim of this research is to explore the potential power of Second Life as an environment for pre-service teachers’ teaching practice. One hundred and sixty pre-service teachers who were attending a lecture, ‘teaching methods and instructional technology’ were guided to practice their teaching in Second Life. For five weeks of the course, each team designed their teaching in Second Life through collaboration. The role of students was assigned to peer team members during the teaching practice. In the last week, each team took part in the evaluation of other teams’ teaching practice in Second Life. Video was used to capture their teaching practice and was subsequently used for the evaluation. Pre-service teachers then rated Second Life as an environment for teaching practice. From the results of this study, it appears Second Life has the potential to give pre-service teachers an opportunity to practice and experience teaching before they come into real classrooms.

Citation

Cheong, D.U., Yun, S. & Chollins, C. (2009). Is Second Life effective for pre-service teachers’ teaching practice?. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1418-1421). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from .

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Cited By

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  • Facilitating Collaboration When Teaching in a Multi-User Virtual Environment

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  • Giving Foreign Language Learning a Second Life

    Xiaokai Jia, Western Illinois University, United States; Xuemei Li, Xi'an Technological University, China; Leaunda Hemphill, Western Illinois University, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 566–569

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