Concerns Towards Teaching Online Among K-12 Teachers
Glenda Rakes, Thomas Rakes, The University of Tennessee at Martin, United States ; Karee Dunn, The University of Arkansas, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper presents the findings of a study that assessed K-12 teacher concerns regarding teaching online. Preliminary data were analyzed by aggregating the Stages of Concern Questionnaire results and developing a profile that provided the average scores for each stage of the individuals in a group. Mean scores were converted to percentiles and plotted following the procedures outlined by George, Hall, and Stiegelbauer (2006). Findings indicated that teachers in this sample feel an intense personal concern about teaching online and its consequences for the them on a personal level and that respondents have minimal concerns about the relationship of students to teaching online. There is a need to develop training interventions that first address teachers’ personal concerns before proceeding with any skills training that may be needed before teaching online for the first time.
Rakes, G., Rakes, T. & Dunn, K. (2014). Concerns Towards Teaching Online Among K-12 Teachers. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 794-798). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)