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Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
ARTICLE

, Northwestern College, United States ; , University of Minnesota, Morris, United States

CITE Journal Volume 12, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study, using mixed methods design research, examined the achievement of third level preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. In this study, Kolb’s learning style inventory was used to identify students’ preferred learning style preferences, and an online module was developed to link prepared advice for the completion of course tasks to particular learning style preferences. Advice was provided for grasping and processing stages of the learning cycle and served as a form of scaffolding through coaching provided via the online module. Data sources used to explore the value of advice specific to learning style preferences included student assessment results from the learning style preference advice module, student reflection journals following use of advice software, and student assignment scores. Data analysis indicated positive effects of advice linked to learning style preferences on student achievement.

Citation

Solvie, P. & Sungur, E. (2012). Teaching for Success: Technology and Learning Styles in Preservice Teacher Education. Contemporary Issues in Technology and Teacher Education, 12(1), 6-40. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 19, 2019 from .

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Cited By

  1. Understanding Diversity and the Teacher's Role in Supporting Learning in Diverse Classrooms: Scaffolding Early Childhood Preservice Teachers' Growth in Initial Placements with Voice Thread

    Pamela Solvie, Northwestern College, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1948–1951

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