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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
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, Northwestern College, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This research is part two of a larger project that seeks to examine technology tools that support preservice teachers in considering their own cultural background, the diversity represented in classrooms, and their beliefs concerning efficacy as teachers in supporting student learning in diverse classrooms. Perservice teachers in their initial foundations course and in their initial placements in early childhood settings are participants in the study. In addition to Moodle, Voice Thread is used as a scaffolding tool based on findings from part one that revealed the preservice teachers’ need for additional opportunities to review curriculum and instructional strategies, to dialog about observations, and to analyze their patterns of thinking. Pre and post survey data and reflection journals serve as data sources in this research study.

Citation

Solvie, P. (2013). 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. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 1948-1951). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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