ED477732 2002-12-00

Telecommunications Distance Learning

and Teacher Preparation. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

Table of Contents

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Telecommunications Distance Learning and Teacher Preparation. ERIC

Digest...........................................................................1

EXAMPLES OF DL IN THE TEACHER PREPARATION PROGRAM. 2

CHALLENGES AND GUIDELINES.......................................... 4

CONCLUSION.................................................................. 5

REFERENCES.................................................................. 6

ERIC Identifier: ED477732

Publication Date: 2002-12-00

Author: Cosgrove, Maryellen S.

Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.

Telecommunications Distance Learning and

Teacher Preparation. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES

INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT

ACCESS ERIC 1-800-LET-ERIC

OVERVIEW

Distance learning (DL) is not a new phenomenon in education. First-century didactic

ED477732 2002-12-00 Telecommunications Distance Learning and Teacher Preparation.

ERIC Digest.

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lessons via written letters may be the actual birth of learning in a non-face to face mode.

Formal correspondence courses can be traced back to the early 1800's when adults

learned the art of 'shorthand' by subscribing to mail-order lessons. In 1886

Pennsylvania State University began the first series of courses disseminated from a

university campus. Twenty years later the National University Continuing Education

Association (NUCEA) was formed to coordinate and monitor correspondence and

extension courses offered nationwide. In 1934 Iowa State University was the first

institution to offer courses via television. By using multiple media modes of interactive

television, fax and e-mail, telecommunication courses were expanded in the 1970's to

offer learners the opportunities to communicate with the instructor and other students

(Matthews, 1999). According to LePage (1996), it is important that new teachers be

familiar with the potential uses of technology. This may be accomplished by providing

opportunities to learn from and use telecommunication technologies in teacher

preparation programs.

Since contemporary children are generally proficient using computers and the Internet,

educators are wise to consider going beyond the traditional methods and materials of

instruction in an effort to meet their students' needs and interests. From social, political

and technological view points, schools need to prepare children to live in a complex and

rapidly changing world. DL can enable them to do this by meeting and collaborating with

students from other sites. Teachers no longer focus on a single lesson to a single group

of children but rather a multitude of activities directed to diverse and distant learners

(Nixon & Leftwich, 1998). Through the use of two-way, interactive, full-motion

compressed video transmitted through fiber optics, classrooms can now be laboratories

with access to the world!

EXAMPLES OF DL IN THE TEACHER

PREPARATION PROGRAM

Teacher candidates need to be ready to embrace rapidly changing technologies

throughout their careers. Early exposure and hands-on use of DL affords them

experiences both as consumers and producers of this technology (Abdal-Haqq, 1995;

Beck & Wynn, 1998; Fatemi, 1999; Wang, 2000; Wright, Rice & Hildreth, 2001).

Teacher education programs can extend the "traditional" uses of DL by bringing

campus-based courses into school-based classrooms, expanding clinical experiences

to a variety of settings and requiring teacher candidates to team-teach with distant

teachers to reach more students in diverse settings (Weinberger, 2000).

Linking Theory with Practice

Teacher educators have long questioned the lack of practicing teachers' input into the

campus-based preparation. Goodlad (1990) refers to this phenomenon as a disjuncture

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between theory and practice. By using interactive television DL technologies, methods

course instructors can now bridge the gap between college learning and school

teaching. Since observations in 'real' classrooms can create scheduling problems, may

disrupt the visited classroom and can fail to focus on the important details of effective

teaching, the use of DL can help teacher candidates become competent observers of

learning without disturbing a classroom of students. Teacher candidates can not only

observe actual teaching experiences while their campus-based instructors point out

pertinent details, they can also participate in follow-up discussions with the classroom

teachers about the experience. This provides a common experience between the

teacher candidates and their instructors to analyze and discuss during subsequent class

meetings (Snell, 2001). Genuine linkages between theory and practice are fostered via

DL thus promoting meaningful dialogue between classroom teachers, university

instructors and the teacher candidates.

Linking Teacher Candidates with Supervisors

During clinical experiences, great distances may separate the teacher candidates and

their university-based supervisors thus making observations sporadic due to

time-consuming commuting. This limited time ultimately hinders the college supervisors'

efforts to build mentoring relationships with the teacher candidates. Since clinical

experiences are an integral part of teacher preparation, frequent on-going supervision

with specific constructive feedback is essential. Furthermore, the methods course

instructors rarely have time to supervise their students out in the field so potential

linkages between theory and practice are rarely made thus exacerbating the disconnect

between the campus-based courses with the school-based field experiences. But the

use of DL supplements the face-to-face observations thus affording more consistent

contact between the college supervisors and methods course instructors and the

teacher candidates (Schlagal, Trathen, & Blanton, 1996). Consequently, the

university-based faculty can become a more integral part of the field experiences and

not just occasional visitors.

Linking Teacher Candidates with Peers

Teacher candidates can be disconnected from peers who are not only placed in

different classrooms but also in different schools and school districts. They rarely have

opportunities to plan and team-teach all the students in their various student teaching

classrooms thus limiting this capstone experience to one site with one group of

students. By enabling teacher candidates to determine experiences that can be

enhanced through DL, planning lessons with distant teachers, and teaching a variety of

students across grades, sites, and disciplines, they will be better prepared to meet both

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teaching and technological challenges throughout their careers (Schure, 1994).

CHALLENGES AND GUIDELINES

Perhaps the biggest challenges to using DL in the teacher preparation program are

accessing compatible technologies between sites and scheduling observations. Finding

the appropriate time to observe classroom teachers, coordinating a supervised visit

between the university and school, and planning a lesson between different schools

may seem insurmountable; however, the results may be well worth the effort. Riedl and

Carroll (1993) note that teacher candidates who use technology in their preparation

programs will have direct models to follow when they step into their own classrooms.

According to Cosgrove (1998) teaching and learning via DL are very similar to teaching

and learning in a traditional mode. There are essential instructional components

common to both such as context analysis, behavioral objectives, selection of materials

and activities, monitoring student learning, and assessment. However, in order to

effectively balance DL technology with teaching, researchers suggest it is advisable to

follow these guidelines (Cosgrove, 1998; Elliot, 1995; Rutherford & Grana, 1994; Willis,

1993).

1. Be prepared! Materials, aids and strategies need to be carefully considered for

activities within and among the sites. Determine that necessary materials are readily

available because a lull in the lesson while the teacher searches for materials will cause

students to become inattentive and distracted by the cameras.

2. Immediately establish a rapport among all the students and teachers. Ask the

students to introduce themselves and share some pertinent information so that

everyone can remember their names by association. Teachers need to refer to the

students by name and not by location in order to create a cohesive class environment.

3. Use a variety of techniques throughout the lesson. Respond to learning styles by

using a balance of print and visual aids with concise verbal instruction. When using the

overhead projector keep all written materials concise with large print. Use black pens on

white boards because colors are difficult to see at the remote site.

4. Provide interactive opportunities not just with the instructor but also with the other

students at all sites. Cooperative learning techniques are effective by encouraging the

students within their sites to talk and participate with each other and then share their

findings with the students at the remote site.

5. Feedback maintains motivation and corrects misconceptions as well as monitors

student learning. Continuously check the students at the remote sites by asking them to

repeat concepts or answer questions. Direct questions to specific students; redirect

questions so that students respond to each other and follow-up questions to elicit

additional input. Remember to increase wait time to a minimum of 15 seconds for

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responses to compensate for the lag in the voice transmission.

6. Use both summarization and closure techniques to continuously review the key

points of the lesson. By using the graphics camera, students' responses can be listed,

edited and reviewed.

7. Although the temptation is great, do not speak only to the on-site students. Make a

conscious effort to look into the camera to establish eye-contact with the distant

learners. Frequently ask them if they can see and hear. Due to the compression of

images, the students at the remote site appear smaller so invite them to sit in the front

seats of the distant classroom.

8. Every aspect of a telecommunications class requires an acute consciousness of

one's appearance, movements, voice and techniques because the distant site students

will truly be focused on the teacher. Using exaggerated arm and hand movements may

distract from the message.

9. The voice is a powerful instructional tool so precise enunciation and articulation are

essential. Rate needs to be considered because speaking too slowly will cause

boredom whereas speaking too quickly will sound garbled at the distant site. And finally

volume needs to be monitored. It is not necessary to scream, but speaking too softly will

make it difficult for the students at the distant site to hear.

10. The coordination between sites is often the biggest challenge to an effective and

smooth experience to ensure that the technology does not distract from the content.

Always have a back-up plan, such as sending materials to the distant site beforehand,

because transmission failures do sometimes occur.

As in every effective lesson, teachers must establish a bond with the class, state the

objectives and purpose of the lesson, monitor progress of the students' learning, and

summarize the key points and relevancy of the concepts. Active student interaction

between sites is also necessary to enhance learning in a DL setting (Rutherford &

Grana, 1994).

CONCLUSION

A goal of DL instruction is the ability to use both the mechanical and intellectual tools to

facilitate the exchange of information and ideas across the miles. As a result of visiting

and observing a variety of classes, aligning campus learning with school teaching and

team-teaching via DL, today's teacher candidates can learn to reflect, evaluate, and

fine-tune all their teaching both in a traditional sense as well as by using technology.

Furthermore by using DL for a variety of purposes throughout the teacher preparation

program, teacher candidates can gain the confidence and desire to become life-long

learners who will be able to adapt to emerging technologies, schools and students of

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the future.

REFERENCES

References identified with an EJ or ED number have been abstracted and are in the

ERIC database. Journal articles (EJ) should be available at most research libraries;

most documents (ED) are available in microfiche collections at more than 900 locations.

Documents can also be ordered through the ERIC Document Reproduction Service:

(800) 443-ERIC.

Abdal-Haqq, I. (1995). Infusing technology into preservice teacher education.

Washington, D.C.: ERIC Clearinghouse on Teaching and Teacher Education. ED 389

699

Beck, J. & Wynn, H. (1998). Technology in teacher education: Progress along the

Continuum. Washington, D. C.: ERIC Clearinghouse on Teaching and Teacher

Education. ED 424 212

Cosgrove, M. (1998). Distance education and the teacher education program at

Armstrong Atlantic State University. Bloomington, IN: Phi Delta Kappa Fastback.

Elliot, I. (1995). Taking the fast lane on the information superhighway. Teaching K-8,

26(2), 34-39.

Fatemi, E. (1999). Building the digital curriculum. Education Week, XIX(4), 5-8.

Goodlad, J. I. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass

Publications.

LePage, D. (1996). Distance learning complement to a pre-service mathematics

education model. T.H.E. Journal, 24(1), 65-67.

Matthews, D. (1999). The origins of distance education and its use in the United States.

T.H.E. Journal, 27(2), 54-66.

Nixon, M.& Leftwich, B. R. (1998). Leading the transition from the traditional classroom

to a distance learning environment. T.H.E. Journal, 26(1), 54-57.

Riedl, R. & Carroll, S. (1993). Impact North Carolina: 21st century education. T.H.E.

Journal, 20(15), 85-88.

Rutherford, L. H. & Grana, S. (1994). Fully activating interactive TV: Creating a blended

family. T.H.E. Journal, 22(3), 86-90. EJ 491 575

Schlagal, B., Trathen, W. & Blanton, W. (1996). Structuring telecommunications to

create instructional conversations about student teaching. Journal of Teacher

Education, 47(3), 175-183. EJ 536 907

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ERIC Digest.
Schure, A. (1994). Towards a new distance learning university. T.H.E. Journal, 2(8),

32-34.

Snell, J. C. (2001). Distance learning observations. College Student Journal, 35(2),

258-260.

Wang, Y. (2000, February). Preservice teachers' perception of the teachers' role in the

classroom with computers. Paper presented at the annual meeting for Society for

Information Technology and Teacher Education International Conference in San Diego,

CA. ED 444 537

Weinberger, J. (2000). Students' experience of a distance learning development course

in literacy education. Reading, 34(2), 90-97.

Willis, B. (1993). Distance education: A practical guide. Princeton, NJ: Educational

Technology Publications.

Wright, V. H.; Rice, M. & Hildreth, D. (2001). Technology growth in an elementary

magnet school: A longitudinal study. Journal of Computing in Teacher Education, 18(1),

19-24.

ADDITIONAL RESOURCES

Harry, K. (1999) (Ed.). Higher education through open and distance learning. NY:

Routledge.

Ludlow, B. L. & Duff, M. C. (1998). Distance education and tomorrow's schools.

Bloomington, IN: Phi Delta Kappa Educational Foundation.

Moore, M. G. (1990) (Ed.). Contemporary issues in American distance education.

Oxford, UK: Pergamon Press.

Willis, B. (1994) (Ed.). Distance education strategies and tools. Englewood Cliffs, NJ:

Educational Technology Publications.

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This project has been funded at least in part with Federal funds from the U. S.

Department of Education, Office of Educational Research and Improvement, under

contract number ED-99-CO-0007. The content of this publication does not necessarily

reflect the views of or policies of the U.S. Department of Education nor does mention of

trade names, commercial products, or organizations imply endorsement by the U. S.

Government.

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ED477732 2002-12-00 Telecommunications Distance Learning and Teacher Preparation.

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Title: Telecommunications Distance Learning and Teacher Preparation. ERIC Digest.

Document Type: Information Analyses---ERIC Information Analysis Products (IAPs)

(071); Information Analyses---ERIC Digests (Selected) in Full Text (073);

Available From: ERIC Clearinghouse on Teaching and Teacher Education, American

Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite

300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free);

Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org.

Descriptors: Computer Uses in Education, Distance Education, Elementary Secondary

Education, Higher Education, Preservice Teacher Education, Teaching Methods,

Telecommunications

Identifiers: ERIC Digests

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