The usefulness of an online platform for capturing literacy field experiences: Four lessons learned

Abstract

Abstract This study explores the usefulness of an online platform for capturing field experiences of inservice teachers enrolled in a graduate level literacy course. Four lessons related to the online field experience are offered: (1) instructors cannot adequately assess teachers without visual examples; (2) teachers and instructors need detailed guidelines on how and when to provide effective feedback; (3) teachers naturally make connections between theory and practice; and (4) teachers and instructors may feel overwhelmed with the complexities associated with the course.