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Challenging preservice teachers’ preconceptions, misconceptions, and concerns of virtual schooling: A preliminary analysis
PROCEEDINGS

, Center for Technology in Learning and Teaching, Iowa State University, United States ; , Iowa State University Teacher Education Program, United States ; , Center for Technology in Learning and Teaching, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The reported virtual schooling (VS) annual enrollment growth of 50-100% and increase in the number of new state-supported virtual schools each year estimates that VS enrolment will continue to expand over the next few years. This prediction of growth may even be amplified by a recent Michigan law requiring all high school students to have at least one VS experience before graduating. Yet the training of VS teachers has not matched the growth of VS since only 1 percent of the teachers nationwide have been trained to teach online. The poster includes the preliminary findings of a qualitative analysis of the preservice teachers' reactions and awareness of VS through three preparatory seminars. Analysis of data gathered through WebCT's threaded discussion postings, and responsive and summative reflections led to emerging themes including common preconceptions, misconceptions, future interest in VS, and concerns.

Citation

Compton, L., Follett, J. & Demiraslan, Y. (2007). Challenging preservice teachers’ preconceptions, misconceptions, and concerns of virtual schooling: A preliminary analysis. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2971-2976). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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