Abstract
This article explores the effects of multimedia-assisted, project-based learning in teacher education. We conducted pre- and post-surveys to investigate how the experience of developing multimedia projects influenced preservice teachers' knowledge and self-efficacy in (a) technology, (b) subject matter, and (c) teaching. Forty-two preservice teachers enrolled in an educational technology course participated in this study. They learned to design and develop 8 multimedia projects related to their subject content areas over the period of one semester. The results showed that the approach contributed to their increased knowledge base and professional growth with respect to multimedia technology skills. Additionally, outcomes significantly supported their reflection on the teaching/learning process and helped them establish a more concrete, insightful teaching philosophy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
