Using multimedia to teach inservice teachers: Impacts on learning, application, and retention

Caroline R. Pryor, Gary Bitter

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This study investigated teachers' ability to learn, apply in lesson plans, and retain knowledge of classroom discourse from a single module of a multimedia professional development program, used with 39 K-12 teachers enrolled in two graduate courses. Data collection and analysis included: (a) teacher development of - and panel review of - lesson plans integrating discourse, and (b) follow-up teacher interviews one year later. The study found: (a) the video modeling in the module was effective in helping teachers learn, and (b) discourse strategies were learned, applied, and retained. Implications for professional development with multimedia to teach classroom discourse include: (a) recursive use, (b) reflection, (c) multiple examples, (d) counter examples, and (e) prompts for observation.

Original languageEnglish (US)
Pages (from-to)2668-2681
Number of pages14
JournalComputers in Human Behavior
Volume24
Issue number6
DOIs
StatePublished - Sep 17 2008

Fingerprint

Multimedia
Learning
Aptitude
Observation
Interviews
Teaching
Module
Professional Development
Classroom Discourse
Lesson Plan

Keywords

  • Anytime anywhere professional development
  • Digital video library
  • Elementary and secondary math teacher training
  • Inservice
  • Online staff development
  • Online streaming video episodes
  • Preservice
  • Professional development
  • Teaching mathematics

ASJC Scopus subject areas

  • Computer Science Applications
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology

Cite this

Using multimedia to teach inservice teachers : Impacts on learning, application, and retention. / Pryor, Caroline R.; Bitter, Gary.

In: Computers in Human Behavior, Vol. 24, No. 6, 17.09.2008, p. 2668-2681.

Research output: Contribution to journalArticle

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