Modeling Gone Virtual: What Teachers ‘See’ is What Students Get
Kathryn Kennedy, Catherine Cavanaugh, University of Florida, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper discusses the results of a qualitative research study that took place in a large virtual school (VS) in the Southeastern United States. The purpose of the research was to explore behavior modeling and its role in virtual schools. Eleven participants took part in this study including two administrators, four experienced teachers, four recently-hired teachers, and one pre-service teacher. Each participant engaged in one, 30 to 60 minute-long, semi-structured interview. Interviews were then coded and analyzed using domain analysis (Hatch 2002). Results show how VS administration and staff model desired behaviors; their behaviors are then learned and exhibited by the VS teachers; and finally, the students benefit from the behaviors in regard to effective and efficient communication, student-centered and relevant individualization, and timely, sincere support. Implications for practice in both professional development and teacher education are shared as well as future suggestions for research.
Kennedy, K. & Cavanaugh, C. (2009). Modeling Gone Virtual: What Teachers ‘See’ is What Students Get. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 406-413). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).