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They Can’t Fix What They Can’t Hear: Improving Pre-Service Teachers’ Spoken Grammar

The Grammar Case touches on aspects of instructional design that go beyond scope and sequence of content, including: 1) communicating with a client, 2) representing a learning problem from the perspectives of different learning theories and human performance improvement, 3) working with institutional stake holders, and 4) considering non-instructional as well as instructional interventions. The instructional designers in the case must address a sensitive learning problem with limited financial resources and an institutional culture that may be resistant to change. The case depends, more than anything, on problem finding. A key instructional technology issue in the case is how the designers can ethically and feasibly use video recorded in public school classrooms to assess student teachers’ grammar mistakes and also as stimulus material for instruction. ORGANIZATION BACKGROUND State University is a medium-sized public university in the Midwest (U.S.). The key organizational units are the Teacher Education Program (TEP) that prepares K-12 teachers and the graduate program in Instructional Design and Technology (IDT). The TEP is a four-semester program that students complete in their junior and senior years. More than half of the students enter the TEP after completing two years of coursework at one of the numerous community colleges in the state. The TEP consists of three semesters on campus and a semester of student teaching. At the conclusion of their student teaching experience, TEP students make a capstone presentation to faculty members. They use their electronic portfolio to describe and display standards-based instructional activities and student assessments that they completed during their student teaching. They also reflect upon their Peter J. Fadde Southern Illinois University Carbondale, USA DOI: 10.4018/978-1-4666-6042-7.ch065