Evolution of the Remote Observation of Graduate Interns
Teresa Petty, Richard Hartshorne, Tina Heafner, UNC Charlotte, 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
The University of North Carolina at Charlotte’s College of Education has developed a 100% online teacher licensure program. Since the inception of this program, students and faculty have responded positively, however, challenges have arisen. These challenges are specifically related to the teacher observation process. The Office of Distance Education provided funding to begin a technology-mediated, remote observation of graduate interns (ROGI) program to address the need of observing interns geographically removed from the university. Since its implementation in Spring 2008, ROGI has evolved to address the changing needs of the College, K-12 Schools, and teacher education candidates. In this presentation, we will discuss the ways in which ROGI has evolved over the past six semesters.
Petty, T., Hartshorne, R. & Heafner, T. (2011). Evolution of the Remote Observation of Graduate Interns. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 629-631). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).