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Using Multimedia Tools to Support Teacher Candidates’ Learning

Using Multimedia Tools to Support Teacher Candidates’ Learning Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children SAGE

Using Multimedia Tools to Support Teacher Candidates’ Learning

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References (59)

Publisher
SAGE
Copyright
© 2012 Teacher Education Division of the Council for Exceptional Children
ISSN
0888-4064
eISSN
1944-4931
DOI
10.1177/0888406412451158
Publisher site
See Article on Publisher Site

Abstract

Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.

Journal

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children – SAGE

Published: Aug 1, 2012

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