Ellen van den Berg

An Exploration of the Use of Multimedia Cases as a Reflective Tool in Teacher Education

Multimedia cases are perceived to be a means of bridging the gap between theory and practice in teacher education. However, little is known about how prospective teachers actually learn with these cases. In this paper, we examine how multimedia cases can stimulate reflective thought among preservice teachers. Gestalt psychology is employed as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Data were collected by means of audiotaped work-aloud protocols, interviews and questionnaires. Results indicate that preservice teachers remain at low levels of abstraction of their ideas about teaching as a result of case examination. Directed assignments and collaboration among prospective teachers were a useful, but not always necessary, means of stimulating discussion on the multimedia case. The study leads to the conclusion there is still much to be learned about how prospective teachers interact with multimedia case, particularly about how such cases might stimulate reflective practice.Multimedia cases are perceived to be a means of bridging the gap between theory and practice in teacher education. However, little is known about how prospective teachers actually learn with these cases. In this paper, we examine how multimedia cases can stimulate reflective thought among preservice teachers. Gestalt psychology is employed as a theoretical lens to examine how seven preservice teachers work with a multimedia case. Data were collected by means of audiotaped work-aloud protocols, interviews and questionnaires. Results indicate that preservice teachers remain at low levels of abstraction of their ideas about teaching as a result of case examination. Directed assignments and collaboration among prospective teachers were a useful, but not always necessary, means of stimulating discussion on the multimedia case. The study leads to the conclusion there is still much to be learned about how prospective teachers interact with multimedia case, particularly about how such cases might stimulate reflective practice.

Peer coaching as part of a professional development program for science teachers in Botswana

This paper discusses the findings of a study into the potentials of peer coaching as part of a professional development program, consisting of an in-service course and exemplary curriculum materials, in supporting the implementation of learner-centred teaching in senior secondary science and mathematics education in Botswana. Teachers in the study organised several peer coaching activities and considered them beneficial. They primarily indicated having learned about general teaching issues while comments referring specifically to the implementation of learner-centred teaching were sparse. It is argued that for peer coaching to be an effective support tool teachers should have a thorough conceptualisation of this innovative approach.

Multimedia Cases in Elementary Science Teacher Education: Design and Development of a Prototype

Multimedia cases intend to bring about fundamental changes in teacher education by bridging the gap between theory and practice. The use of information and communication technology in multimedia cases is expected to create a powerful and flexible learning environment. Such a learning environment is in line with a constructivist vision of teaching and learning. This paper focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justification of underlying design decisions. Moreover, the prototype is briefly outlined and formative evaluation results are presented.

Multimedia Cases, Teacher Education and Teacher Learning

Hypermedia platforms allow for the integration of visual, audio, graphical and textual information into an advanced technological learning environment. These environments, labelled as multimedia, are capable of representing classroom practice in a multimode and multilayered way. In this chapter, we explore the potential and practice of multimedia cases as vehicles for teacher learning. We begin by relating four aspects of the learning process – thinking, acting, reflecting and transferring. These aspects may be integrated in teacher education in different modes. Teachers videotaping their lessons for case construction and self analysis reflect the primary mode. Teachers learning new principles and practices directly from finished, exemplar cases illustrate the secondary mode, and teachers using existing cases to stimulate discussion and action demonstrate the tertiary mode. Finally, we suggest that effectively anchoring multimedia cases in teacher education programs involves several considerations: intentionality, creating context, scaffolding, quality conversations and praxis.

Digital Learning Materials: Classification and Implications for the Curriculum

The concept ‘curriculum materials’ is no longer exclusively associated with textbooks, but also with information and communication technologies (ICT). However, digital curriculum materials have yet to achieve recognition on par with the clear and familiar image of a textbook. Digital materials can be envisioned to encompass the entire spectrum from a simple drill and practice program to a complete simulation of an industrial production plant. The expectations placed on digital materials for educational innovations are set high. A dispassionate look at the impact of digital materials shows that these high expectations are not met. But, there is still a growing conviction that digital materials will gain in significance for learning both in and outside of school settings. In order to present a valid examination of the value of digital materials for learning purposes, it is necessary to be more precise about the specific characteristics and educational potential of these materials.

Walker’s Deliberative Approach in a Small-scale Project: The SPIN-case

This chapter describes the application of Walker’s deliberation approach in a small-scale design project. It highlights the way an individual designer may generate, articulate and test design options and decisions. Two major strategies are discussed. Firstly, the grounding of design options in relevant literature and confront preliminary design decisions with expert opinions. Secondly, the use various formative evaluations in the deliberation process. The main conclusion of this chapter is that Walker’s approach is, with some modifications, applicable in a design project in which the individual designer has the ultimate responsibility for the decisions made.