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K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency
PROCEEDINGS

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

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a brief overview of the different approaches various states have adopted to attempt to address the need for quality teachers in online environments. These include state level endorsements, online teaching certificates offered by institutions of higher education or consortia, and the use of national/state standards pertaining to online teaching. We start by identifying the various actors and efforts that are attempting to address this problem and then offer suggestions on how these efforts may be better coordinated. We end with implications for both state-level policymakers, teacher preparation institutions, and teacher professional development efforts.

Citation

DeBruler, K., Archambault, L. & Freidhoff, J. (2013). K-12 Online and Blended Teacher Certifications: Striking a Balance Between Policy and Proficiency. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4115-4121). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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