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Situated Online: Theoretical Underpinnings of Field Experiences in Virtual School Settings
PROCEEDINGS

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

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes the historical, practical, and theoretical underpinnings behind an essential component of teacher preparation, the field experience. It explores the theory of situated cognition as it applies to online teaching and learning which advances the notion that learning requires a contextualized, authentic setting with the participant engaged in direct interaction and reflection (Brown, Collins & Duguid, 1989). Discussed is the basis for the development of field experiences in K-12 virtual schools. Various models that have emerged to address the need for teacher preparation within K-12 online settings are described, and implications for teacher education programs are also addressed.

Citation

Archambault, L. & Kennedy, K. (2012). Situated Online: Theoretical Underpinnings of Field Experiences in Virtual School Settings. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3816-3823). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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