You are here:

The Practitioner’s Perspective on Teacher Education: Preparing for the K-12 Online Classroom
ARTICLE

, Arizona State University, United States

Journal of Technology and Teacher Education Volume 19, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.

Citation

Archambault, L. (2011). The Practitioner’s Perspective on Teacher Education: Preparing for the K-12 Online Classroom. Journal of Technology and Teacher Education, 19(1), 73-91. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from .

Keywords

View References & Citations Map

References

  1. Archambault, L., & Crippen, K. (2009a). Examining tPacK among K-12 online distance educators in the united States. Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article2.cfm
  2. Archambault, L, & Crippen, K. (2009b). K-12 Distance educators at Work: Who’s teaching Online across the united States. Journal of Research on Technology in Education, 41(4), 363-391.
  3. Cavanaugh, C. S. (2004). Development and management of virtual schools: Issues and trends. Hershey, Pa: Information Science Publishing.
  4. Cavanaugh, C. & Blomeyer, R. (2007). What works in K-12 online learning. Eugene, Or: International Society for technology in education.
  5. Christensen, C. M., & Horn, M. B. (2008). How do we transform our schools? [electronic Version]. Education next, 13-19. Retrieved may 9, 2008 from http://www.hoover.org/publications/ednext/18606339.html
  6. Czaja, R., & Blair, J. (2005). Designing surveys: A guide to decisions and procedures (2nd ed.). Thousand Oaks, ca: Sage Publications.
  7. Davis, N. E., & Roblyer, M. D. (2005). Preparing teachers for the “School that technology built”: evaluation of a Program to train teachers for Virtual Schooling. Journal of Research on Technology in Education, 37(4).
  8. Dillman, D. A. (2007). Mail and internet surveys: The tailored design method (Second ed.). New York: Wiley.
  9. Fowler, J. (2002). Survey research methods (3rd ed.). Newbury Park, ca: SaGe. Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (Seventh ed.). Boston: Pearson education.
  10. Hargrave, C.P., & Hsu, Y. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303-314.
  11. Kay, R. H. (2006). Evaluating Strategies used to Incorporate technology Into Preservice education: a review of the Literature. Journal of Research on Technology in Education, 38(4), 383-408.
  12. Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? the development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  13. Laferrière, T., Lamon, M., & Chan, C. K. (2006). Emerging e-trends and models in teacher education and professional development. Teaching Education, 17(1), pp. 75-90.
  14. Lindsay, E. B. (2004). The best of both worlds: teaching a hybrid course. Academic Exchange Quarterly, 8 (4), 16-20.
  15. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  16. Neely, A. (1986). Planning and Problem Solving in teacher education. Journal of Teacher Education, 37(3), 29-33.
  17. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  18. Olejnik, S., & Algina, J. (2000). Measures of effect size for comparative studies: applications, interpretations, and limitations. Contemporary Educational Psychology, 25, 241-286.
  19. Picciano, A. G., & Seaman, J. (2009). K–12 online learning: a 2008 follow-up of the survey of U.S. School district administrators. Needham, ma: Sloan consortium.
  20. Picciano, A. G., & Seaman, J. (2007). K–12 online learning: a survey of U.S. School District administrators. Needham, ma: Sloan consortium.
  21. Rice, K. L. (2006). A comprehensive Look at Distance education in the K-12 context. Journal of Research on Technology in Education, 38(4), 425-448.
  22. Roblyer, M. D., & Marshall, J. C. (2002-2003). Predicting success of virtual high school students: Preliminary results from an education success prediction instrument. Journal of Research on Technology in Education, 35(2).
  23. Shulman, L. (1986). Paradigms and research programs in the study of teaching: a contemporary perspective. In M. C. Wittrock (ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: macmillan.
  24. Watson, J. (2005). Keeping pace with k-12 online learning: A review of statelevel policy and practice. Naperville, IL: Learning Point associates.
  25. Watson, J., & Ryan, J. (2006). Keeping pace with K–12 online learning: A snapshot of state-level policy and practice. Naperville, IL: north central regional educational Laboratory at Learning Point associates.
  26. Watson, J., & Ryan, J. (2007). Keeping pace with K-12 online learning: A review of state-level policy and practice. Vienna, Va: north american council for Online Learning.
  27. Zhang, Y. (2007). Development and validation of an internet use attitude scale. Computers and Education, 49(2), pp. 243-253.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments

    Susan Poyo, Franciscan University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1682–1689

  2. New Zealand teacher educators’ knowledge of and attitudes towards online and blended learning

    Sandra Williamson-Leadley & Keryn Pratt, University of Otago, New Zealand

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 724–726

  3. Virtual schools are COOL but a hot topic: Exploring the proposed introduction of virtual charter schools in New Zealand

    Keryn Pratt & Sandra Williamson-Leadley, University of Otago, New Zealand

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 696–699

  4. A Case Study of a Professional Learning Community in a Highly Diverse Blended School

    Mark Stevens, George Mason University, United States; Mary Rice, University of Kansas, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 485–495

  5. Professional Development Supports for the Blended, Co-Taught Classroom

    Somer Lewis & Amy Garrett Dikkers, University of North Carolina Wilmington, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 103–121

  6. A Case Study of the Kamehameha Schools Online Instructor Training Institute: Preparing Teachers to Become Distance Learning Instructors Seven to Ten Years Later

    Dorothy Hirata, Kamehameha Schools, United States

    Global Learn 2015 (April 2015) pp. 627–632

  7. Closing the Gap: Preparation of Pre-service Teachers in Online Learning

    Amy O'Brien, Robert Morris University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1500–1508

  8. OtagoNet: One region’s model for virtual schooling

    Keryn Pratt, University of Otago; Ken Pullar, OtagoNet

    Journal of Open, Flexible, and Distance Learning Vol. 17, No. 1 (2013) pp. 1–11

  9. Factors Influencing Teacher Satisfaction at an Online Charter School

    Jered Borup & Mark Stevens, George Mason University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1534–1541

  10. Creating a RISK FREE Environment for Preservice Teachers Learning to Teach with Technology

    Susan Stansberry, Penny Thompson & Angel Kymes, Oklahoma State University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4748–4750

  11. K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency

    Kristen DeBruler, Michigan Virtual University, United States; Leanna Archambault, Arizona State University, United States; Joe Freidhoff, Michigan Virtual University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 4115–4121

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.