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Schools in Transition: How Teacher Preparation Programs Prepare K-12 Teachers to Teach Online
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, , Nevada State College, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Online learning offers flexibility, expands instructional opportunities for students, and has become increasingly prevalent in schools across the United States (Watson, Murin, Vashaw, Gemin, & Rapp, 2011). The United States Office of Educational Technology emphasizes the need for a teaching force skilled in online and blended instruction. However, it has been noted that classroom teachers are often asked to teach online with little or no experience and training (Rice & Dawley, 2007). Only a limited number of teacher preparation programs have been addressing methods and techniques required for effective online teaching and learning (Archambault & Larson, 2015). This paper discusses the results of a national survey study on how teacher preparation programs are responding to the need for K-12 teachers to be proficient in online teaching.

Citation

Bryans-Bongey, S. & Graziano, K.J. (2019). Schools in Transition: How Teacher Preparation Programs Prepare K-12 Teachers to Teach Online. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 921-925). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 30, 2021 from .

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