Digitally Mediated Supervision: Redefining Feedback Systems in Field-Based Courses

Digitally Mediated Supervision: Redefining Feedback Systems in Field-Based Courses

David S. Allen (Kansas State University, USA), A. Jill Wood (Kansas State University, USA), Erica Sponberg (Kansas State University, USA) and Täna M. Arnold (Kansas State University, USA)
Copyright: © 2019 |Pages: 23
DOI: 10.4018/978-1-5225-6249-8.ch023

Abstract

This chapter focuses on the praxis behind the development of digitally mediated supervision and distance-based field experiences. The theoretical framework combines past principles of supervision with present technological models. The practical application lies in both a hybrid digitally mediated program at the undergraduate level and a fully functional model at the graduate level. The concerns addressed represent those facing higher education institutions across the United States, and the solutions presented are those initiated at a Mid-Western land-grant institution. The authors examine the hardware, firmware, and cloud technology used to deliver the program, and the reflective feedback model developed for online teacher preparation. Four types of feedback are defined: (1) self-reflection, (2) 10-minute walk-though, (3) focused feedback, and (4) formal evaluation.
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Introduction

Kansas State University developed a comprehensive digitally-mediated supervision system forming the foundation of an online program. The culmination of five years of field-based research, this system is currently used as the sole supervision model in the M.A.T. program and in a hybrid format for supervision in the undergraduate campus-based program. The program development was bound by a theoretical framework incorporating the ideals of Schwille (2008); He (2007); Cogan (1972) and Dussault (1970). Additionally, the development of the program focused on the characteristics of Millennials, the largest demographic in the current teacher pool (Ingersoll, Merrill, & Stuckey, 2014) and used contemporary innovative technologies in a manner consistent with the SAMR model (Hamilton, Rosenberg, & Akcaoglu, 2016; Puentedura, 2014) as a means of creating a common language to reimagine the roles of reflection, feedback, and collegial relationship.

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