Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers.

The majority of teacher candidates feel unprepared to teach with computers, and few teacher training programs are preparing future educators to effectively use the Internet to enrich their classrooms and contribute to their own personal development. The purpose of this study was to teach the procedural knowledge required to navigate the Internet and thus take students from novice to Internet practitioner status in a minimal amount of time. The study' measured the effect of short-term training using the Procedural Knowledge Teaching Model (PKTM). The PKTM was constructed based on research in cognitive science to help students understand how they think, remember, and learn. Forty undergraduate students enrolled in two science education methods courses participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short-term training as provided by the Academic Seminar Training Model, a one-session seminar following the three-phase approach outlined in the Procedural Knowledge Teaching Model, was sufficient to change students' behavior and confidence levels regarding the use of the Internet. Contains 28 references. (PVD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Effects of Short-Term Internet Training Running head: EFFECTS OF SHORT-TERM INTERNET TRAINING Procedural Knowledge Teaching Model: Effects of Short-Term Internet Training on Preservice Teachers Stephen J. Farenga and Beverly A. Joyce Dowling College 1 Paper presented at the World Conference on Educational Multimedia and Hypermedia of the Association for the Advancement of Computing in Education, Boston, MA. June 17-22, 1996 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL H S BEEN GRANTED BY no I II A TO THE EDUCANAL RESOURCES INFORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE U.S DEPARTMENT OP EDUCATION Office of Educational Reaearch and Improvement EDUCATIONAL RESOURCES INFORMATION gar,. CENTER (ERIC) This document hes been reproduced as eived from the person or organization originating it O Minor changes have been made to improve reproduction duality. Points of view or opinions stated in this document do not necessarily represent official OE RI position or policy. Effects of Short-Term Internet Training 2 Abstract The purpose of the study was to take students from novices to Internet practitioners in a minimal period of time. The study measured the effect of short-term training using the Teaching of Procedural Knowledge Method. Forty undergraduate students enrolled in two science education methods classes participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short -term training as provided by the Academic Seminar Training Model was sufficient to change students' behavior (p < .02), familiarity with six of seven Internet terms (p < .001), and confidence level (p < .001) regarding the use of the Internet.The purpose of the study was to take students from novices to Internet practitioners in a minimal period of time. The study measured the effect of short-term training using the Teaching of Procedural Knowledge Method. Forty undergraduate students enrolled in two science education methods classes participated in the study. The design included a pretest-posttest model using intact classes with treatment and comparison groups. The data indicated that short -term training as provided by the Academic Seminar Training Model was sufficient to change students' behavior (p < .02), familiarity with six of seven Internet terms (p < .001), and confidence level (p < .001) regarding the use of the Internet.