While opportunities for online learning are increasing in K-12 education, few teacher education programs include courses on online teaching and learning. Using Garrison and Anderson's (2003) Community of Inquiry framework, this qualitative study explored the educational experiences of pre-service teachers in an experiential online course designed to teach about online teaching. Students explored aspects of online education and created a multi-media teaching module. The study highlighted the need for pre-service teacher education programs to design learning experiences that equip the next generation of teachers with the skills required to teach 21st century students in a variety of media that accommodate a diversity of learning styles.
Get full access to this article
View all access options for this article.
References
1.
AngeliC. (2004). Transforming a teacher education methods course through technology: Effects on pre-service teachers' technology competency. Computers and Education, 45(4), 383–398.
2.
BoudD., & FelettiG. (1991). The challenge of problem-based learning. New York: St. Martin's Press.
3.
BrushT.GlazewskiK.RutowskiK.BergK.StromforsC.Van-Nest (2003). Integrating technology in a field-based teacher training program: The PT3@ASU Project. Educational Technology Research and Development, 51(21), 57–72.
4.
CarlileO., & JordanA. (2005). It works in practice, but will it work in theory? The theoretical underpinnings of pedagogy. In O'NeillG.MooreS., & McMullinB. (Eds.), Emerging issues in the practice of university learning and teaching (pp. 11–26). Dublin: AISHE. [Online]. Available: http://www.aishe.org/readings/2005–1/
5.
ConradD. L. (2002). Engagement, excitement, anxiety, and fear: Learners' experiences of starting an online course. The American Journal of Distance Education, 16(4), 205–226.
6.
DawsonK.PringleR., & AdamsT. L. (2003). Providing links between technology integration, methods courses, and school-based field experiences: A curriculum based and technology-enhanced microteaching. Journal of Computing in Teacher Education, 20(1), 41–47.
7.
DenigS. J. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96–111.
8.
DownesT.FluckA.GibbonsP.LeonardR.MatthewsC.OliverR. (2001). Making better connections: Models of teacher professional development for the integration of information and communication technology into classroom practice.Canberra, AU: Commonwealth Department of Education, Science and Training. [Online]. Available: http://www.dest.gov.au/NR/rdonlyres/3A88BB29–9798–49A1–90DB0E46590E96BF/1593/MBC.pdf
9.
DuncanH. E. (2005). Online education for practicing professionals: A case study. Canadian Journal of Education, 28(4), 874–896.
10.
ErtmerP. (2003). Transforming teacher education: Visions and strategies, Educational Technology Research and Development, 51(1), 124–128.
11.
FerdigR. E.DiPietroM., & PapanastasiouE. (2005). Teaching and learning in collaborative virtual high schools.Naperville, Illinois: Learning Point Associates.
12.
FeaginJ.OrumA., & SjobergG. (1991). A case for case study.Chapel Hill, NC: University of North Carolina.
13.
FreireP., & MacedoD. P. (1999). Pedagogy, culture, language, and race. A dialogue. In LeachJ. & MoonB. (Eds.), Learners and pedagogy (pp. 48–62). London: Paul Chapman.
14.
GarrisonD. R., & AndersonT. (2003). E-learning in the 21st century: A framework for research and practice.London: Routledge Falmer.
15.
GarrisonD. R., & VaughanN. D. (2008). Blended learning in higher education: Frame work, principles, and guidelines.San Francisco: Jossey-Bass.
16.
GuyM. D., & LiQ. (2002). Integrating technology into an elementary mathematics methods course: Assessing the impact on pre- service teachers' perception to use and teach with technology. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
17.
International Society for Technology in Education. (2002). National educational technology standards for teachers: Preparing teachers to use technology.Danvers, MA: Author.
18.
JacobsenM.CliffordP. & FriesenS. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3), 363–388.
MullenL. (2001). Beyond infusion: Pre-service students' understandings about educational technologies for teaching and learning. Journal of Technology and Teacher Education, 9(3), 447–466.
PalloffR. M., & PrattK. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom.San Francisco, CA: Jossey-Bass.
PopeM.HareD., & HowardE. (2002). Technology integration: Closing the gap between what pre-service teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191–203.
RobinsonB., & LatchemC. (2003). Teacher education: Challenges and change. In RobinsonB. & LatchemC. (Eds.), Teacher education through open and distance learning (pp. 1–27). London, UK: Routledge Falmer.
33.
RofelM., & RevenaughM. (2008). Special education in online learning. In WatsonJ.GeminB. & RyanJ., Keeping pace with K–12 online learning: A review of state-level policy and practice (pp. 22–23). [Online]. Available: http://www.kpk12.com/downloads/KeepingPace_2008.pdf
34.
SelingerM. (2001). Learning information and communications technology skills and the subject context of the learning. Journal of Information Technology for Teacher Education, 10(1 & 2), 143–154.
35.
SmithR.ClarkT., & BlomeyerR. L. (2005). A synthesis of new research on K–12 online learning.Naperville, IL: North Central Regional Educational Laboratories.
U.S. Department of Education. (2004). Toward a new golden age in American education: How the internet, the law and today's students are revolutionizing expectations.Washington, DC: National Educational Technology Plan2004.
42.
VygotskyL. S. (1978). Mind in society: The development of higher psychological processes. (ColeM.John-SteinerV.ScribnerS., & SoubermanE., Eds., Trans.). Cambridge, MA: Harvard University Press.
