Using Content Acquisition Podcasts to Deliver Core Content to Preservice Teacher Candidates

Autor/inn/en	Kennedy, Michael J.; Kellems, Ryan O.; Thomas, Cathy Newman; Newton, Jennifer R.
Titel	Using Content Acquisition Podcasts to Deliver Core Content to Preservice Teacher Candidates
Quelle	In: Intervention in School and Clinic, 50 (2015) 3, S.163-168 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451214542046
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Delivery Systems; Instructional Innovation; Educational Strategies; Educational Principles; Instructional Design; Special Education; Special Education Teachers; Educational Practices; Performance Factors; Video Technology; Multimedia Instruction; Multimedia Materials; Teaching Methods; Epistemology; Program Descriptions; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Auslieferung; Educational Innovation; Bildungsinnovation; Lehrstrategie; Bildungsprinzip; Lesson concept; Lessonplan; Unterrichtsentwurf; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Leistungsindikator; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	Teacher educators are always looking for instructional strategies that are easy to create and use but are powerful for promoting learning among preservice teacher candidates. Content acquisition podcasts (CAPs) is an example of an instructional strategy that embeds evidence-based instructional design principles to package and deliver critical content in courses such as introductory and foundational special education classes. In this column, a brief overview of current problems of practice that create a need for CAPs, a review research on the use of CAPs for preservice teacher education, and an overview of the processes used to create CAPs are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10