You are here:

K-12 online and blended teacher licensure: Striking a balance between policy and preparedness
ARTICLE

, Arizona State University, United States ; , , Michigan Virtual University, United States

Journal of Technology and Teacher Education Volume 22, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

As the number of K-12 students participating in various forms of online learning steadily rises, teacher quality is of paramount concern. This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. Based on this understanding, we examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality. From this analysis, policy recommendations to help develop the caliber of online teachers of high quality teachers are suggested. While additional research is needed to assess the effectiveness of such measures, a vital first step is beginning the process of a systematic review concerning what current research reveals about quality online teaching, actions states are taking along these lines, and lessons that can be gleaned from each of these areas.

Citation

Archambault, L., DeBruler, K. & Freidhoff, J. (2014). K-12 online and blended teacher licensure: Striking a balance between policy and preparedness. Journal of Technology and Teacher Education, 22(1), 83-106. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 10, 2018 from .

View References & Citations Map

Cited By

  1. Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students

    Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 501–508

  2. The State of 21st Century Learning in the K-12 World of the United States: Online and Blended Learning Opportunities for American Elementary and Secondary Students

    Kimberly Greene & William Hale, Brandman University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 826–840

  3. Teachers Using Designerly Thinking in K-12 Online Course Design

    Khendum Gyabak & Anne Ottenbreit- Leftwich, Indiana University Bloomington, United States; Joanna Ray, Indiana University- Purdue University Indianapolis, United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 253–274

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.