The Extent of K-12 Online Teacher Development

Abstract

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

Study the Effect of Using Google Classroom on the Academic Performance Under the Covid19 Pandemic Using Data Mining Technique

“…Companies and companies are required to produce a learning management system, LMS one of these applications (Moodle) and (blackboard) application, (LMS), and recent applications include Google Classroom G.C [9][10][11] It is based on the expansion of educational resources, in addition to assisting university faculty members by allowing them to apply scientific expertise more, saving time and effort, in addition to providing opportunities to train for continuous and updated familiarity of the up-to-date science. It also helps to raise the desired level of thinking among learners, as well as allowing student independence and autonomy [12,13]. How to confront informal learning problems, social networking, evaluation, and a mobile-phone learning climate, as well as seeking for solutions, are some of the most critical challenges of e-learning in postgraduate education, and also looking for methods to manage them correctly.…”

Online Teaching in K-12 Education in the United States: A Systematic Review

“…Forty-two articles (16%) alluded to educators' limited knowledge and experiences regarding online delivery of K-12 schooling. Research has revealed the importance of teacher preparation for online teaching, both through preservice teacher preparation and professional development (e.g., Christensen & Alexander, 2020;Dawson & Dana, 2018;Moore et al, 2017;Pulham & Graham, 2018) as well as lending insight into the characteristics and/or skills of successful online teachers (e.g., Ferdig et al, 2009;Moore-Adams et al, 2016;Pulham & Graham, 2018) and the lack of preparation for teachers to teach online (e.g., Heafner & Handler, 2018;Trust & Whalen, 2020).…”

“…Since the first use of online technologies to deliver educational content around 1994, institutions of higher education and other organizations have capitalized on the advantages of the internet in terms of its flexibility, adaptability, and economy (de Freitas et al, 2015) to deliver focused, discipline-specific educational content to adult professionals (Quinn et al, 2019). Little research exists, however, regarding the crucial issue of how K-12 school districts can concurrently transform their overall delivery modes, build organizational capacity, and strategize how to consistently incorporate distance/virtual learning components for students for the long term in order to shift agilely between face-to-face, hybrid, and fully online settings (e.g., Clements et al, 2015;Dawson & Dana, 2018;Farmer & West, 2019;Martins Gomes & McCauley, 2016;Mayes, 2011).…”

“…School districts must consider how to provide supports to teachers in the short term throughout transitions to online instruction while also considering how to upskill their staff through professional development for the longer term so that teachers can learn to master the appropriate online teaching and learning strategies and technologies (e.g., Clements et al, 2015;Dawson & Dana, 2018;Farmer & West, 2019;Larkin, 2016;Margolin et al, 2019;Roy & Boboc, 2016). One way to do this could be through the use of web-based platforms for professional development purposes (e.g., Means et al, 2013;Quinn et al, 2019).…”

Pedagogical Transformation and Teacher Learning for Knowledge Building: Turning COVID-19 Challenges into Opportunities

“…The disconnect between teachers' professional development and practices has been discussed in the literature (Larson & Archambault, 2019;Ebert-May et al, 2011;Nahal, 2010). The number of online support groups and online resources built for teachers flourished during the COVID-19 pandemic (Ferdig et al, 2020).…”