Achieving Quality Instruction in K-12 Virtual Education

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Achieving Quality Instruction in K-12 Virtual Education:

Achieving Quality Instruction in K-12 Virtual Education Erin Schwartzberg ETEC 645 November 8, 2013

Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers :

The researchers studied 16 experienced, certified, and highly qualified virtual educators across Michigan. General Characteristics of Highly Effective Virtual Educators Being willing to go the extra mile Enjoy exploring new technologies Understanding of different learning styles Establish a presence in the course Classroom Management Strategies Address inappropriate behavior of students on discussion boards and message boards Monitor discussion boards for indicators of students’ personal health and safety Assessment Strategies Use alternative assessment types to ensure students are engaged in the process Assessments accommodate for differences in students’ learning styles Engaging Students in the Content Course components reflect the interests of students Used student-centered practices in assignments Form strong relationships with students in their courses Organize content in ways that make it meaningful to students. Establish deadlines to help students learn time management Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers DePietro , Meredith, Richard E. Ferdig , Erik W. Black, and Megan Preston. "Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers." Journal of Interactive Online Learning 7.1 (2008): 10-35. Web . 8 Nov. 2013. <http:// iols.gmu.edu /assets/761/Article2e.pdf>.

Preparing Teachers for the “Schools That Technology Built”: Evaluation of a Program to Train Teachers for Virtual Schooling :

Teaching in a virtual environment requires different skills than teaching in a physical classroom. Flexible planning and organization Presentation skills unique to the virtual education domain Collaboration in producing on-line course materials Excellent questioning strategies Managing students at a variety of locations Several universities have added virtual education training to the course load of pre-service teachers. Ensure teachers are knowledgeable of content strategies Ensure teacher are knowledgeable of web-based tools and are able to use the tools effectively. Ensure teachers can establish a virtual presence within a course. There are four levels of pre-service teacher involvement that pre-service teachers should move through in their training: A counselor who advises and assists students in a virtual school An assistant who helps teachers manage a virtual course A teacher who is in full control of a virtual class A designer who designs and implements a virtual class Davis, N. E., and M. D. Roblyer . "Preparing Teachers for the “Schools That Technology Built”: Evaluation of a Program to Train Teachers for Virtual Schooling." Journal of Research on Technology in Education 37.4 (2005): 399-409. Web. 8 Nov. 2013. <http:// files.eric.ed.gov / fulltext / EJ690980 .pdf>. Preparing Teachers for the “Schools That Technology Built”: Evaluation of a Program to Train Teachers for Virtual Schooling

Examining TPACK Among K-12 Online Distance Educators in the United States :

TPACK is an acronym for technology, pedagogy, and content knowledge. Archambault and Crippen surveyed a wide variety of teachers involved in virtual education to assess teachers’ confidence in the domains of TPACK. The results were that most teachers were confident in the areas of pedagogy and content knowledge, but they were less confident in their technological knowledge. In addition to designing a course around students building knowledge of content, teachers should also be mindful of building skills such as time management in order to build success outside of the school environment. Teachers shouldn’t add technology to the existing teaching practices. Instead, technology should be integrated in the students’ development of their own knowledge. Technology should be interwoven with the pedagogical strategies in place in the virtual classroom. Teachers in virtual classrooms must be flexible and willing to learn new pedagogical strategies and add them to the course from year to year. Leanna , Archambault , and Crippen Kent. "Examining TPACK Among K-12 Online Distance Educators in the United States." Contemporary Issues in Technology and Teacher Education 9.1: 71-88. Web. 8 Nov. 2013. Examining TPACK Among K-12 Online Distance Educators in the United States

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