The Current State of Field Experiences in K-12 Online Learning Programs in the U.S.

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Kennedy, K. & Archambault, L. (2011). The Current State of Field Experiences in K-12 Online Learning Programs in the U.S. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3454-3461). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/36855.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2011
Nashville, Tennessee, USA
March 7, 2011
ISBN 1-880094-84-3
  Matthew Koehler & Punya Mishra
AACE

More Information on SITE
Table of Contents

Authors

Kathryn Kennedy, Georgia Southern University, United States; Leanna Archambault, Arizona State University, United States

Abstract

This study provides a status report on the state of field experiences in K-12 online learning programs in the United States. After developing a survey instrument, teacher education programs and K-12 online learning programs were surveyed to find out what they are doing to help prepare pre-service teachers for K-12 online learning environments. While teachers are currently coming from the traditional classroom to teach in K-12 online settings, as the demand for K-12 online teachers increases, it is likely that more educators will be recruited directly from undergraduate programs. Colleges of education would benefit from addressing the growing need to prepare future K-12 online teachers, and the current study highlights the importance of continued research in this area. Important ramifications exist for the field of K-12 online learning as well as for programs of teacher education who are, whether it is realized or not, preparing tomorrow’s educators for fully online, hybrid, and blended classrooms.

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