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Preparing for and Thriving in K-12 Online/Blended Teaching Contexts PROCEEDINGS

, Arizona State University, United States ; , University of Otago, New Zealand ; , Sacred Heart University, United States

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This panel will bring together leading experts to explore the research related to teaching roles in K-12 online and blended learning and the policies influencing teacher preparation for online environments. Currently, there is a dire need for teacher education programs to provide training in online pedagogy and instructional design so all teachers are prepared to teach in breakthrough learning environments. Keryn Pratt will present her work on OtagoNet: One region’s model for virtual schooling in New Zealand and the knowledge and skills teachers need to be successful in this environment. Michael Barbour will focus on roles of online and blended teachers, while Leanna Archambault will examine state-level educational policy pertaining to the preparation of teachers for online and blended settings, offering policy recommendations based on an analysis of existing statutes.

Citation

Archambault, L., Pratt, K. & Barbour, M. (2014). Preparing for and Thriving in K-12 Online/Blended Teaching Contexts. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1512-1514). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2018 from .

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Cited By

  1. New Zealand teacher educators’ knowledge of and attitudes towards online and blended learning

    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

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