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Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher Roles
PROCEEDINGS

, Wayne 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), Waynesville, NC USA

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Abstract

This study will examine the third and fourth rounds of data collection from an action research project designed to help in-service teachers become better virtual school facilitators (currently being analyzed). 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. (2011). Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher Roles. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3425-3432). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 3, 2022 from .

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References

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  • Establishing Presence and Community in the Online Classroom

    Brianne Leigh Moore-Adams, Virginia Commonwealth University, United States; Sarah Warnick, Virtual Virginia, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 844–849

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