Teaching Teleapprenticeship Project


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Overview

Teleapprenticeships

Teaching Teleapprenticeships

  • Involving teacher education students in learning interaction with K-12 teachers and students in ways integrated with the rest of their teacher education experiences

    Technology "strands" across the teaching career



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    Impact on Teacher Educators: Issues of access, training, and context

    Renee T. Clift
    Laurie Thomas
    Ann Larson
    Taku Sugimoto

    Access

    Training

    Context


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    Creating an "Electronic Classroom"

    Engaging Undergraduate
    Education Majors

    Technical aspects

    Instructional Approach

    What was learned?

    What was learned?

  • If possible, K-8 and university students should meet each other at beginning of project--personal contact helps build foundation for relationship

    Where can we go from here?



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    Teaching Teleapprenticeships in a Year-long Elementary Student Teaching Program

    Social Integration of Technology

    Multimedia Workshops

    PowerBooks in the classroom

    Non-traditional indicators

    Data from surveys

    Problems and Solutions

    Mid-year survey
    (December 1994)

    Most useful thing

    Least useful thing

    End-of-year survey
    (May 1995)

    Most successful experience using technology

    Worst experience using technology

  • Technical difficulties (20/40)

    Recommended Changes
    (December 1994)

    Recommended Changes
    (May 1995)

    Recommendations


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    The emerging design and growth of the LRS

    The DAISy model

    The emergence of the LRS

    Intended audiences:

    LRS components:

    Emergence of the
    DAISy model

  • The Distributed Authoring Information Server (DAISy) model is based on the notion that all members in a learning community can participate in the construction of knowledge resources.

    DAISy, continued

    Examples of LRS Authors:

    Why is DAISy essential?

    Networked Media

    Dimensions of networked media:

    The roles of the LRS in TTA

    LRS supports TTA through:

    Challenges:



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    Conceptual Frameworks and Software Tools for Teaching Teleapprenticeships

    Interface/Design Issues for Network Learning Environments

    Knowledge Spaces
    Conceptual Model

    Continuum of Personal to Shared Knowledge Spaces

    Hypertext tools, Knowledge Spaces, and Conceptual Interconnectedness

  • Hypermedia and knowledge spaces: Lessening distinction between nodes of information on one's local computer or on a network connected computer anywhere in the world (e.g., World Wide Web, Gopher)

    The Hypercard Message Assistant

    Message Assistant "Plug-In" Module for Eudora Pro and Lite
    Message Assistant Rules: User-Defined Expert System
    Sample Message Assistant Rules
    Sample Message Assistant Rules
    UIUC Learning Resource Server: Constructing Shared Knowledge Spaces

    Conclusion