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• W434185930 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. Clark (2001) estimated there were approximately 40,000 to 50,000 students engaged in virtual schooling in the United States. Eight years later Picciano and Seaman (2009) indicated that there were over 1,000,000 K-12 students enrolled in online courses. Watson, Gemin, and Ryan (2008) reported significant K-12 online learning activity in 44 states. Several states, including Michigan, require students to have an online learning experience in order to graduate from high school. This growth of online learning at the K-12 level has caused dramatic changes in the design and delivery of education, at least for the student population served by these opportunities. However, the vast majority of pre-service and in-service teacher education programs simply do not provide any curricular opportunities in this area. Rice and Dawley (2007) found that less than 40% of all online K-12 teachers in the United States reported receiving professional development before they began teaching online. This indicates a need for teacher education programs to address pre-service and in-service teachers’ ability to teach in environments that are completely mediated by technology. This study examined one university’s continuing efforts to address this growing need in teacher education. Wayne State University is a large, publicly funded, research-extensive university in Michigan (i.e., the first jurisdiction to have an online learning graduation requirement). Over the past two years, the Instructional Technology program has developed and adopted curriculum to support teachers with understanding of K-12 online learning in their own schools. This proceedings examines the results of the second round of data collection." @default.
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• W434185930 date "2011-03-07" @default.
• W434185930 modified "2023-09-26" @default.
• W434185930 title "Introducing In-Service Teachers to Virtual Schooling through the Lens of the Three Teacher Roles" @default.
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