Three AMIGO<Superscript>3</Superscript>s: Using “Anchored modular inquiry” to help prepare future teachers     

The PT Group at Vanderbilt 《Educational technology research and development : ETR & D》2003,51(1):105-123

We discuss three case studies associated with Vanderbilt’s PT3 (Preparing Tomorrow’s Teachers to Use Technology) grant. The studies explore some initial effects of attempts to enhance the education of preservice teachers in three areas: (a) How People Learn, (b) Mathematics, and (c) Adolescent Psychology. The case studies to be described each build on Vanderbilt’s AMIGO³ project, which involves technology architecture for flexible modular design that was developed to be consistent with principles of How People Learn. Three different research teams used the AMIGO³ architecture and rationale to design, implement, and study their own courses. All teams agreed on some basic guidelines, but then proceeded independently of one another. The purpose of this report is to compare similarities and differences in the experiences of the teams. The PT3 group: Primary Investigator—John Bransford; Project Director—Bob Plants; How People Learn Course—John Bransford, Nancy Vye, Kay Burgess, and Sean Brophy; Adolescent Psychology—Helen Bateman, and Christopher J. Bateman; Mathematics—Paul Cobb, Chrystal Dean, and Lori Tyler; Development Team—Tim Altman, Jason Adair, Hank Clark, Bill Corbin, John Harwood, Elliott Mitchell, and Carolyn Stalcup. Vanderbilt PT3 Partners: AACTE, Apple Computers, Bankstreet College, Concord Consortium, Little Planet Software, Middle Tennessee University, University of Illinois-Chicago, University of Minnesota, and University of Vermont. Research presented in this article was supported by grants: The Department of Education Preparing tomorrow’s teachers to use technology (PT3) Catalyst grant, #P342A990348, The National Science Foundation VaNTH Bioengineering grant, #EEC 9876363, and the Atlantic Philanthropic Association K-12 Learning Consortium (no assigned grant number).  相似文献