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Leanna Archambault, Ph.D. Arizona State University Kathryn Kennedy, Ph.D.

Making Connections: Preparing Teachers for Online Environments Through Partnerships between Virtual Schools and Teacher Education Programs. Leanna Archambault, Ph.D. Arizona State University Kathryn Kennedy, Ph.D. Georgia Southern University.

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Leanna Archambault, Ph.D. Arizona State University Kathryn Kennedy, Ph.D.

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  1. Making Connections: Preparing Teachers for Online Environments Through Partnerships between Virtual Schools and Teacher Education Programs Leanna Archambault, Ph.D. Arizona State University Kathryn Kennedy, Ph.D. Georgia Southern University

  2. Relevant Literature: Preparing teachers to teach online 2007 Iowa State - Teacher Education Goes Into Virtual Schooling (TEGIVS) Boise State - Going Virtual Series 2008 Leanna’s dissertation -- The Characteristics, Knowledge and Preparation Levels of K-12 Online Distance Educators in the United States 2009 FLVS partners with UCF, UF, USF UF - The Virtual School Practicum Kathryn’s dissertation – A phenomenological study of pre-service teachers’ experience in a virtual school

  3. Purpose What models of field experience exist to help prepare pre service teachers for K-12 online learning environments?

  4. Methodology • Two mixed data survey instruments • Teacher education program survey • Virtual school program survey • Sampling and Participants • Survey methods sources used: • Dillman (2010). Email and Internet surveys. • Manfreda et al. (2008). Web surveys versus other survey modes: a Meta-analysis comparing response rate. • Shih et al. (2008) Comparing response rates from Web and mail surveys: A meta-analysis.

  5. Survey Results • 242 total, all states except South Dakota • Administrators (24.7%), teachers (72.6%), serving 9-12th (84.2%) grade population • Most from state virtual school (34.1%), cyber charters (31%) or district-level programs (27.6%) • Majority responding from 100% online programs (81.2%) • Vast majority said they did not offer field experiences; 88 said they did (36%)

  6. Models • 8 distinct models – Florida, Texas, Georgia, Idaho, Utah (2), multi-state (2) • Some said yes, but did not provide a model or sufficient detail • Arizona, Minnesota, Nevada, Pennsylvania, Ohio, New Hampshire, New Mexico, Texas, Arkansas, South Carolina, California • 2 multi-state cyber charter/academy

  7. Florida • K-12, state-level virtual school, 100% Online • Partner with multiple universities • Have offered field experiences for 1-3 years • Varying lengths of field experiences • 7 weeks for juniors pre-service teachers • 14 weeks for senior pre-service teachers • Varies for graduate-level pre-service teachers

  8. Idaho • 6-12th grade, state-level virtual school, 100% online • Hybrid, web facilitated, flexible options on the way • Partners with two colleges, dual credit, AP • Course instructor at the university • 4-8 weeks long, 4-8 hours per week • Activities include discussion facilitation, grading student work, creating new course content, communicating with students, holding webinars, learning about the virtual school, understanding academic honesty

  9. K-12 online learning program survey • For those not offering a field experience… • 76.5% said they should • 23.5% said they should not • 9% of those are creating a field experience • Pennsylvania, Colorado, Arizona, California, Tennessee, Nevada, Utah, multi-state cyber charters, Texas • Looking for guidance, formative stage • Shadowing, small group, principals

  10. Coding of Open-Ended Responses • Rewards • Benefits to teachers • Awareness of OL • New virtual schools • Existing PD • Pool of candidates • Transition is easy • No time for on-the- job training • Challenges • Lack of TEP buy-in • Waiting for TEP • Training new teachers not a focus • Not all teachers should be online teachers • Requirement for F2F teaching, then transfer online • Teachers dispersed • Too complicated • Not enough funds, time, staff

  11. Implications • Adoption of new ideas takes time… • Consistency of preparation, reform movements • Training for cooperating teachers • Disseminate and share information/research concerning K-12 online learning and virtual school field experiences • Showcase models • Share experiences

  12. Trying to Bridge the Gap

  13. Information Exchange

  14. Since the exchange • Partnerships between GOAL Academy in Colorado and UC-Boulder have begun • “Without your work it is highly unlikely that our school would have been able to make this valuable connection.” - Director, Goal Academy • Partnership between Mount Vernon Nazarene University (Ohio) and TRECA Digital Academy • Many indicated they have not yet made connections, but are planning to do so in the future.

  15. Keys to Successful Partnerships

  16. Any questions?Contact information:Leanna Archambaultleanna.archambault@asu.edu Kathryn Kennedykmkennedy@georgiasouthern.edu

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