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The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators PROCEEDINGS

, , Wayne State University, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the second round of data collection from an action research project designed to help in-service teachers become better virtual school facilitators. The data included blog entries and comments from five of the seven graduate students in an instructional technology course related to K-12 online learning. The specific discussion prompts relate to virtual school readings and the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. Based upon initial analysis, the TEGIVS curriculum was effective for providing these graduate students some experience with how K-12 online learning opportunities were delivered, along with some of the possibilities and challenges associated with K-12 online learning. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings as we continue to improve upon the course design.

Citation

Barbour, M. & Unger, K. (2010). The Impact of the Virtual Schooling Curriculum on Preparing In-Service Teachers for the Roles as Virtual School Facilitators. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 2905-2912). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 20, 2018 from .

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