The Current State of Field Experiences in K-12 Online Learning Programs in the U.S.
Kathryn Kennedy, Georgia Southern University, United States ; Leanna Archambault, 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
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.
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).
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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
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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