Preparing Teachers, Building Capacity: A Response to K-12 Online Initiatives
Priscilla Norton, Dawn Hathaway, George Mason University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
There is a need for colleges of education to conceptualize a response to the expanding role of K-12 blended and fully online learning that provides teachers with necessary skills and competencies while simultaneously supporting school’s capacity to draw on the possibilities of online learning. While Davis (2005) and Archambault (2011) call for preparation of online teachers to be integrated with preservice teacher education programs, we reason that preparation for online teaching is best accomplished at the inservice teacher education level. Guided by the literature, we conceptualize the design of a robust professional development response to the preparation of K-12 online teachers. This discussion results in a framework for (a) program structures, (b) program content, (c) program courses, and (d) strategies for assessing, researching, and refining inservice professional development.
Norton, P. & Hathaway, D. (2013). Preparing Teachers, Building Capacity: A Response to K-12 Online Initiatives. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 886-894). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).