Make the Move to K-12 Online Teaching: Research-based Strategies and Practices by Kerry Rice

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

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Investigating Creativity in Online K-12 World Language Classrooms

10.4018/978-1-7998-7720-2.ch008 ◽

2022 ◽

pp. 143-167

Author(s):

Anne Cummings Hlas ◽

Jesselyn J. Nadolny ◽

Christopher S. Hlas

Keyword(s):

Mixed Methods ◽

Online Teaching ◽

Language Teachers ◽

Mixed Methods Study ◽

World Language ◽

Teaching Context ◽

Language Classroom ◽

The World ◽

Language Classrooms ◽

K 12

This chapter outlines creativity in the world language classroom through the results of a mixed-methods study during the COVID-19 pandemic. While there has been a growing interest in creativity within education, little has been researched related to creative and uncreative factors in the language classroom, specifically in an online teaching context. For this reason, this research study explores creativity in the online world language K-12 classroom by examining teaching artifacts self-selected by K-12 language teachers, as well as interviews with interested participants. Findings suggest that creativity is multidimensional with creative factors overlapping within artifacts. Additionally, teachers have persisted throughout the pandemic to integrate creativity in order to engage students with the content in various ways, harness student attention, and give students choice. In addition, teachers have used various technologies to provide opportunities for students to work asynchronously and synchronously.

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Transforming Teaching for Virtual Environments

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-7222-1.ch026 ◽

2021 ◽

pp. 534-560

Author(s):

Irina Lyublinskaya ◽

Xiaoxue Du

Keyword(s):

Preservice Teachers ◽

Instructional Technology ◽

Teaching Strategies ◽

Online Teaching ◽

Teaching And Learning ◽

Pedagogical Practices ◽

Student Centered ◽

Pedagogical Content ◽

K 12 ◽

Teachers Perspectives

This chapter describes pedagogical practices and teaching strategies with instructional technology used in an online summer course with preservice K-12 teachers. The course provided preservice teachers (PSTs) with experiences in using technology in K-12 classrooms from both students' and teachers' perspectives, engaged PSTs in active explorations of various K-12 curriculum topics using technology that could enhance high-impact teaching strategies, and supported PSTs in development of virtual lessons using instructional technology. The study identified effective practices with instructional technology to support preservice teachers' development of Technological Pedagogical Content Knowledge (TPACK) for their own online teaching. Study findings suggest that online immersive experience created a virtual student-centered space to nurture collaborative inquiry and that contributed to the growth of PST's TPACK. However, this experience also brought challenges and concerns for sustaining and transforming teaching and learning with instructional technology to an online environment.

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Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises

Information and Learning Sciences ◽

10.1108/ils-04-2020-0099 ◽

2020 ◽

Vol 121 (5/6) ◽

pp. 311-319 ◽

Cited By ~ 3

Author(s):

Clayton Whittle ◽

Sonia Tiwari ◽

Shulong Yan ◽

Jeff Williams

Keyword(s):

Participatory Design ◽

Online Teaching ◽

Instructional Designers ◽

Content Type ◽

Educational Framework ◽

Subject Areas ◽

Approach To Teaching ◽

K 12 ◽

Practical Implications ◽

Teaching Situations

Purpose This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE). Design/methodology/approach Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion. Findings This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework. Research limitations/implications The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field. Practical implications This framework is designed for practical application for use by teachers operating in ERTE. Originality/value Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.

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Perceptions and Usages of Online Teaching Resources by South Dakota Science and Agriculture Teachers

10.35542/osf.io/wy9dj ◽

2020 ◽

Author(s):

Peter T White ◽

Madhav P Nepal ◽

Larry M Browning ◽

Matthew L Miller ◽

Sharon S Vestal ◽

...

Keyword(s):

Science Teachers ◽

Online Teaching ◽

National Standards ◽

Teaching Resources ◽

Teachers Perceptions ◽

Online Curriculum ◽

Social Media Platforms ◽

K 12 ◽

Science Educators ◽

Curricular Resources

Understanding how teachers utilize, adapt, and integrate curriculum is helpful in the development and dissemination of curricular resources to better serve our teachers’ needs. Agricultural and science educators face similar challenges in selecting, adapting, and delivering curricular content in their courses. The data presented here assesses teachers’ perceptions of online curricular resources and their usage by agriculture and science teachers in K-12 classrooms. The specific research objectives were to 1) determine the teacher’s perceptions and usage of online curriculum resources and 2) determine their methods to locate and select web-based curricular resources. Analysis suggests that the curricular needs and utilization may not be discipline-specific, and that needs identified in other disciplines may have applications in agriculture and science classrooms. Teachers utilized Google, Facebook, and other social media platforms to share and locate resources but expressed the need to have better organization and classification of online resources. Resources need to be tagged with state and national standards, have references, and activities that are engaging for students and easily adaptable to teachers’ local needs and styles. Teaching pre-service teachers to better utilize existing curricular resources could lead to improved instruction and student learning while saving time. Further research into the utilization of existing curriculum by both current and pre-service teachers is warranted.

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Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

International Journal of Information and Learning Technology ◽

10.1108/ijilt-06-2020-0111 ◽

2021 ◽

Vol 38 (2) ◽

pp. 258-270

Author(s):

Amy J. Catalano ◽

Bruce Torff ◽

Kevin S. Anderson

Keyword(s):

English Language Learners ◽

Online Learning ◽

School Districts ◽

Teacher Perceptions ◽

Students With Disabilities ◽

Educational Outcomes ◽

Online Teaching ◽

The United States ◽

Content Type ◽

K 12

PurposeThe novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.Design/methodology/approachThe authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.FindingsRespondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.Originality/valueNo published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.

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Change in K–12 Education with Online Teaching

Digital Technologies and Change in Education ◽

10.4324/9781315638201-5 ◽

2017 ◽

pp. 99-127

Author(s):

Niki Davis

Keyword(s):

Online Teaching ◽

K 12

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Training Teachers for a Virtual School System

K-12 Education ◽

10.4018/978-1-4666-4502-8.ch081 ◽

2013 ◽

pp. 1398-1415

Author(s):

Michael K. Barbour

Keyword(s):

Teacher Education ◽

Online Teaching ◽

Virtual Schools ◽

Virtual School ◽

Teacher Education Programs ◽

Full Time ◽

Education Programs ◽

Face To Face ◽

Cyber Schools ◽

K 12

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling.

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