A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback

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Kennedy, M., Newton, J., Haines, S., Walther-Thomas, C. & Kellems, R. (2012). A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback. Journal of Technology and Teacher Education, 20(3), 251-275. Chesapeake, VA: SITE.
Retrieved from http://www.editlib.org/p/38652.

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Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 20, Issue 3, July 2012
Society for Information Technology & Teacher Education  Chesapeake, VA

More Information on JTATE

Authors

Michael Kennedy, University of Virginia, United States; Jennier Newton, James Madison University, United States; Shana Haines, Chriss Walther-Thomas, University of Kansas, United States; Ryan Kellems, University of Oregon, United States

Abstract

Those who teach introductory level courses in special education to preservice teacher candidates often face a paradox in terms of whether to use limited instructional time to either focus on characteristics of students with disabilities or emphasize evidence-based practices (EBPs). The issue of limited instructional time is also an issue in other teacher preparation coursework. The purpose of this paper is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences (e.g., case studies). Using a design experiment methodology, researchers capitalized on existing theories for multimedia production, case studies in teacher preparation, and feedback procedures in order to promote teacher candidates’ readiness for implementing EBPs for teaching students with disabilities in the general education classroom.

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