The Role of Hypermedia Cases on Preservice Teachers’ Views of Reading Instruction
Abstract
This article examines the impact of Reading Classroom Explorer (RCE), a video-based hypermedia tool, on preservice students' reasoning, specifically upon the ways in which they are able to use evidence to support claims about teaching reading in course papers. In this study, RCE was an integral part of a preservice methods course and one resource, of many, that was available to consider when writing about literacy issues. The study indicates that preservice teachers use the video cases in RCE as an information resource, much like books they read, lectures they hear in courses, or observations they make. Students used RCE to varying degrees, for investing in, complying with, or resisting the technology. Future research will investigate the impact of RCE in collaborative settings.
Reference
Hughes, J. E., Packard, B. W. L., & Pearson, P. D. (2000). The role of hypermedia cases on preservice teachers' views of reading instruction. Action in Teacher Education, 22(sup2), 24-38.
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
14
Duration of Data Collection
Data Sources
- assignments
- Interviews
- Survey
- video reflection (stimulated recall)
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What is the impact of Reading Classroom Explorer (RCE), a video-based hypermedia tool, on preservice students' reasoning, specifically upon the ways in which they are able to use evidence to support claims about teaching reading in course papers?
Is this research question explicit from the manuscript? Combination