A replication study exploring teacher preparation for K-12 online learning

Concurrent Session 2

Session Materials

Brief Abstract

This replicated study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data from the 2010-11 study show that only 1.3% of responding teacher education programs were addressing this need via field experiences in virtual schools. The authors will share the 2015-16 data during the session. Come find out if the needle has moved in the last five years.

Presenters

Kathryn Kennedy, Ph. D., is the Director of MVU’s Michigan Virtual Learning Research Institute (MVLRI). Dr. Kennedy has extensive experience with online and blended learning in higher education and K-12 as a former assistant professor at Georgia Southern University and as the Director of Research for the International Association for K-12 Online Learning (iNACOL). She coordinates and oversees projects at MVLRI, networks and onboards MVLRI Fellows, and conducts qualitative research. She is involved in national and international efforts in quality assurance for K-12 online and blended learning, including holding leadership roles in the development of new and the enhancement of existing ISTE and iNACOL standards. She has published in various venues her work, which primarily focuses broadly on education professionals and their preparation for next generation learning models, including but not limited to online and blended learning environments.
Sabrina Huyett, M.S. , is an instructional designer at Utah Valley University. She has studied online and blended learning in K-12, online and blended teacher preparation, and online and blended learning in university settings. Her current work involves partnering with professors to redesign their courses, including online courses, blended courses, game-based learning, and competency-based education.

Additional Authors

I am an educational technology researcher and former classroom teacher. I seek ways to advance teacher preparation and development concerning online education and innovative technologies. I assume that emerging technologies are vital for learning that is relevant to 21st century life, but also acknowledge that they do not represent cure-alls for education. I contextualize my research within authentic course contexts using mixed methods to understand large-scale outcomes of educational interventions in a valid way.

Extended Abstract

Enrollment in K-12 online learning is continuing to grow at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This replicated study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data from the 2010-11 study show that only 1.3% of responding teacher education programs were addressing this need via field experiences in virtual schools. The authors will share the 2015-16 data during the session. Come find out if the needle has moved in the last five years. Implications for policy and practice in the field of teacher education are examined