Using Enhanced Podcasts to Augment Limited Instructional Time in Teacher Preparation
- 10 September 2010
- journal article
- Published by SAGE Publications in Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
- Vol. 34 (2), 87-105
- https://doi.org/10.1177/0888406410376203
Abstract
Teacher education programs are limited in terms of available face-to-face instructional time for preparing general education teacher candidates to work with students with exceptionalities. Given this constraint, developing innovative use of technologies may assist in meeting the demand for highly qualified teachers for such students. In this research study, enhanced podcasts (images displayed in time with audio) were produced using Mayer’s cognitive theory of multimedia learning to deliver selected uncovered course content. Two randomly assigned groups of undergraduate teacher education candidates interacted with either audio podcasts or enhanced podcasts across two experiments. Researchers measured recall and higher order application ability of students to determine which podcast method resulted in higher scores. Participants interacting with the enhanced podcasts outperformed their audio-only counterparts on three of four measures of recall and application. Implications for teacher education programming regarding how to better prepare general education teachers to meet the needs of students with disabilities by utilizing this type of technology will be described.Keywords
This publication has 27 references indexed in Scilit:
- Teacher Education and the American FutureJournal of Teacher Education, 2009
- The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based InstructionTeacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2009
- Elevating Instruction for Secondary‐School Students with Learning Disabilities by Demystifying the Highly Qualified Subject Matter RequirementLearning Disabilities Research & Practice, 2009
- A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load.Journal of Educational Psychology, 2008
- Responding to Our CriticsJournal of Teacher Education, 2008
- A Lethal Threat to U.S. Teacher EducationJournal of Teacher Education, 2007
- Reflections of a University-Based Teacher Educator on the Future of College- and University-Based Teacher EducationJournal of Teacher Education, 2006
- Assessing Teacher EducationJournal of Teacher Education, 2006
- Critical Features of Special Education Teacher PreparationThe Journal of Special Education, 2005
- Dual coding theory and educationEducational Psychology Review, 1991