You are here:

The Status of Professional Development for K-12 Online Teachers: Insights and Implications
Article

, , Boise State University, United States

Journal of Technology and Teacher Education Volume 17, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers,” a 2007 report supported by the North American Council for Online Learning (NACOL, now known as iNACOL). The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers to gain baseline information on the status of K-12 online teacher professional development. This paper provides three main insights from the study: the influence of evolving context on professional development; the broad continuum of professional development practices & models; and global and situation-specific professional development needs. It discusses implications for K12 online teacher professional development practice, policy, and research.

Citation

Rice, K. & Dawley, L. (2009). The Status of Professional Development for K-12 Online Teachers: Insights and Implications. Journal of Technology and Teacher Education, 17(4), 523-545. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 19, 2019 from .

Keywords

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Transforming Teacher Preparation: Assessing Digital Learners’ Needs for Instruction in Dual Learning Environments

    Susan Poyo, Franciscan University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1682–1689

  2. SITE Joint SIG Symposia: A Collaboration Between the K-12 Online Learning SIG and Distance Learning SIG: How Higher Education and K-12 Online Learning Research Can Impact Each Other

    Rick Ferdig, Kent State University, United States; Leanna Archambault, Arizona State University, United States; Kerry Rice, Boise State University, United States; Margaret Niess, Oregon State University, United States; Trisha Litz, Regis University, United States; Amy Garrett-Dikkers, University of North Carolina Wilmington, United States; Aimee Whiteside, University of Tampa, United States; Michael Barbour, Touro University, United States; David Marcovitz, Loyola University Maryland, United States; Antoinette Davis, Eastern Kentucky University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 635–639

  3. Standards Based Design: Teaching K-12 Educators to Build Quality Online Courses

    René E. Quiroz, Nicola L. Ritter, Yun Li, Rhonda C. Newton & Trupti Palkar, Texas A&M University, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 123–144

  4. Teaching Practices and Teacher Perceptions in Online World Language Courses

    Chin-Hsi Lin & Binbin Zheng, Michigan State University, United States

    Journal of Online Learning Research Vol. 1, No. 3 (December 2015) pp. 275–303

  5. Teaching Online: Prospective Online Teachers’ Experiences and Prioritized Areas for Training

    Yu-Hui Ching, Yu-Chang Hsu & Kerry Rice, Boise State University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 234–239

  6. Virtual School Teaching: Establishing a Framework for K-12 Virtual School Professional Development Programs

    Meredith DiPietro & Mark Sivy, University of North Carolina at Charlotte, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3447–3453

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.