Bug-In-Ear Technology to Enhance Preservice Teacher Training: Peer Versus Instructor Feedback

Nikki L Hollett, Sheri J Brock, Vanessa Hinton

Abstract


Earbud technology has been used in teacher education to strategically increase learning outcomes and appropriate decision-making of pre-service teachers (PST) for over 60 years (Ottley & Hanline, 2014). Research on the integration of wireless communication in physical education teacher education (PETE) programs is limited, however needed to prepare PST for effective teaching. The purpose of this study was to examine the influence of instructor and peer cues via Bug-In-Ear (BIE) technology on PST delivery of feedback and movement. Participants (n=16) in an introductory methods course taught 12 lessons to K-2nd grade children during a practical course experience while receiving a condition: instructor verbal cueing, peer verbal cueing, or control with no verbal cueing. Data collection included videotaping and coding lessons for performance feedback (PFB) and sector changes (SC) and individual interviews. Based on the occurrence of cues per minute, results found significance with PFB offered more frequently with instructor cues (F 2, 33 = 8.5, p= 0.001). Sector changes increased in the instructor and peer cueing conditions, but differences were not significant. Interview data revealed four major themes: (1) PST focused more on teaching when using BIE technology; (2) using BIE was sometimes distracting; (3) suggestions for improved implementation; and (4) differences in peer and instructor verbal cueing. Results support the beneficial integration of BIE technology into teaching methods within a PETE program.


Keywords


pre-service teacher training; earbud technology; wireless communication; teacher effectiveness

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References


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