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The Current State of Field Experiences in K-12 Online Learning Programs in the U.S.
PROCEEDINGS

, Georgia Southern University, United States ; , Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study provides a status report on the state of field experiences in K-12 online learning programs in the United States. After developing a survey instrument, teacher education programs and K-12 online learning programs were surveyed to find out what they are doing to help prepare pre-service teachers for K-12 online learning environments. While teachers are currently coming from the traditional classroom to teach in K-12 online settings, as the demand for K-12 online teachers increases, it is likely that more educators will be recruited directly from undergraduate programs. Colleges of education would benefit from addressing the growing need to prepare future K-12 online teachers, and the current study highlights the importance of continued research in this area. Important ramifications exist for the field of K-12 online learning as well as for programs of teacher education who are, whether it is realized or not, preparing tomorrow’s educators for fully online, hybrid, and blended classrooms.

Citation

Kennedy, K. & Archambault, L. (2011). The Current State of Field Experiences in K-12 Online Learning Programs in the U.S. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3454-3461). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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Cited By

  1. 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

  2. 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

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