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Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course

Hua Bai
Copyright: © 2018 |Pages: 17
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch031
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MLA

Bai, Hua. "Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 603-619. https://doi.org/10.4018/978-1-5225-3068-8.ch031

APA

Bai, H. (2018). Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 603-619). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch031

Chicago

Bai, Hua. "Preparing Teacher Education Students to Use Instructional Technology in an Asynchronous Blended Course." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 603-619. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch031

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Abstract

This chapter reports a study that examined the effects of an asynchronous blended instructional technology course on teacher candidates' learning. In this course, the online components and the face-to-face components were blended in a unique way. The limited number of face-to-face meetings were mainly dedicated to course introduction and the students' group presentations. Overall, the students perceived that the online learning activities were effective in helping them to learn about the instructional technology. They were satisfied with the blended mode of this course and reported strong self-efficacy in technology integration. Implications in course design, online interactions and group work in blended courses were discussed.

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