Virtual Interdisciplinary Experiences for Teachers of Writing: Considerations for Implementation

Christine Rosalia (Hunter College, City University of New York, USA) and Laura Baecher (Hunter College, City University of New York, USA)
Copyright: © 2013 |Pages: 156
EISBN13: 9781466629127|DOI: 10.4018/978-1-4666-2214-2.ch007
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This chapter describes how virtual fieldwork was perceived by candidates in two teacher education programs: Teaching English to Speakers of Other Languages (TESOL) and Adolescent English (AE) as they partnered with English Language Learners (ELLs) in a middle school and college setting. By jointly examining findings from these parallel initiatives, the affordances and constraints of technology as an interdisciplinary collaborative tool may be better understood. Overall, teacher candidates reported a desire for more such “real” fieldwork, even further contact with ELLs, and continued hands-on work with the texts of these diverse writers. Unanticipated findings relate to the benefits of the projects to the cooperating teachers at partner schools, who became involved in professional learning as the demands of the technology were negotiated and partnership with the university was strengthened. The projects also underscore the ways in which technology-based collaborations must be supervised and supported.
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