A Call to Action for Teacher Education in K-12 Virtual Education
Kari Wold, Monty Jones, University of Virginia, 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 use of virtual education in K-12 settings is increasing at an astonishing rate. However, teacher preparation programs are currently unprepared to train its pre-service teachers to teach effectively using virtual education tools. This short paper will therefore call for teacher education in virtual education tools to successfully meet the needs of teachers and their students. It will do so by first providing a framework that suggests virtual learning experiences can be conceptualized by (a) whether they are an enhancement or a replacement to face-to-face instruction, (b) the kind of learning experience they provide, and (c) whether they are synchronous or asynchronous. This paper will then make recommendations regarding research, policy, and teacher training. The provided framework and these recommendations must be addressed to ensure teachers can effectively teach their future students and can thereby improve the quality of education in the United States.
Wold, K. & Jones, M. (2011). A Call to Action for Teacher Education in K-12 Virtual Education. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3468-3472). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).