scholarly journals Preparing Teacher Candidates for Virtual Field Placements via an Exposure to K-12 Online Teaching

10.28945/3626 ◽  
2017 ◽  
Vol 16 ◽  
pp. 001-014 ◽  
Author(s):  
Tian Luo ◽  
Laura Hibbard ◽  
Teresa Franklin ◽  
David Moore
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Field Experiences ◽  
Learning Activities ◽  
Future Research ◽  
Virtual Field ◽  
K 12

Aim/Purpose The goal of this project was to determine what effects exposure to online K-12 teaching and learning activities had on teacher candidates’ perceptions of K-12 online learning, how the exposure allowed teacher candidates to reach greater understanding of online pedagogy, and what effect such exposure had on teacher candidates’ aspirations to complete virtual field experiences. Background With an increasing number of K-12 students learning online within full-time online schools and in blended learning environments, universities must prepare future educators to teach in virtual environments including clinical practice. Before engaging in online field placement, preservice teachers must be oriented to online K-12 teaching and learning. Methodology Using a design-based, mixed-method research methodology, this study drew samples from four sections of a hybrid technology integration course. Preservice teachers’ papers detailing their perceptions, focus groups, and surveys were used to gauge changes in perceptions of online learning after participating in online teaching and learning activities. Contribution The study demonstrated that an exposure to online K-12 classrooms stimulated preservice teachers’ interest in online teaching as they began to feel that online education could be equivalent to traditional education. Findings Students’ perceptions positively improved the equivalency of online learning to traditional schooling, the possibility of positive relationships between teachers and students, and the ability to create interactive learning. Students also reported being more knowledgeable and showed increased interest in participating in virtual field experiences. Future Research Future research may continue to examine if the exposure course, combined with a short-term clinical experiences and long-term online apprenticeships may serve to prepare graduates with the skills necessary to teach in classrooms of the future.

Transforming Teaching for Virtual Environments

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.

Preservice Teachers Consider Game-Based Teaching and Learning

2020 ◽  
pp. 240-255
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

scholarly journals Motivating Online Learning through Project-Based Learning During the 2020 COVID-19 Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 93-110
Author(s):  
Avneet Hira ◽  
Emma Anderson
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Project Based Learning ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Pedagogical Practice ◽  
Online Technologies ◽  
Teachers And Parents

The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.

scholarly journals Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
William Nketsia ◽  
Maxwell P. Opoku ◽  
Ahmed H. Mohammed ◽  
Emmanuel O. Kumi ◽  
Rosemary Twum ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Information And Communications Technology ◽  
Colleges Of Education ◽  
Learning Success

The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations.

scholarly journals Effectiveness of English Online Learning Strategies During the Covid Pandemic at SMP Muhammadiyah 10 Sidoarjo

2021 ◽  
Vol 10 ◽  
Author(s):  
Danti Fadiah Syarafina
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Research Results ◽  
Descriptive Research ◽  
Qualitative Descriptive

The purposes of this research are analyze the effectiveness of online learning strategies used during teaching and learning activities and analyze the obstacles experienced during online teaching and learning activities. The research method used is qualitative descriptive research. Qualitative research is a research that is descriptive and describes the object of research/events studied and using analysis. The research results were obtained through extracting data through interview, observation, and documentation. Some data will be loaded in the form of diagram to show the research results obtained. The conclusion obtained is that this research is a descriptive qualitative research which aims to describe the learning strategies at Muhammadiyah 10 Junior High School Sidoarjo in English subject during the Covid-19 pandemic.

scholarly journals Impelementasi Media Daring Dalam Mendukung Pembelajaran di Masa Pendemi

2021 ◽  
Vol 1 (03) ◽  
pp. 110-115
Author(s):  
Ubaidillah Kamal Faseh ◽  
Septi Gumiandari
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Minimum Data ◽  
Library Research ◽  
E Learning

The Covid-19 pandemic has caused many activities to stop, including activities teaching and learning conventionally. Until a solver or deep solution is needed respond to these problems. Teaching and learning activities carried out online is a way to overcome that problem. Destination The research was to determine the use of online learning e-learning media for students at a university in Indramayu. The research instrument carried out on the collection of information and data is by means of questionnaires and library research. As a result of this research shows that online learning has been implemented well, and takes advantage of various learning media such as WhatsApp, Google Classroom, Zoom and Google Meet so learning becomes more varied and makes students not bored quickly and understand faster material delivered. There are several obstacles faced in implementation of online teaching and learning activities, namely the internet network that is not stable, lacking maximum availability of physical references and minimum data quota Internet. Online learning needs to be used as best as possible in activities learning and teaching because it is an innovation in learning so that students and lecturers can conduct lectures efficiently and effectively.

scholarly journals Effect of Online Learning on Students’ Learning Achievement

2021 ◽  
Vol 12 (2) ◽  
pp. 165-171
Author(s):  
Nurohmat N
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Achievement ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teacher Survey

The Covid-19 pandemic has brought big changes in teaching and learning activities in the country. Learning activities have changed from face-to-face to online teaching and learning. Studying online changes the learning experience for many students. Rather than sitting in school and taking notes, students are taking advantage of online classes and other forms of online learning. Material and methods: Survey and interview. Interviews were conducted with the homeroom teacher. Survey of student scores in the semester before the Covid-19 pandemic and during the pandemic. Results: Based on the results obtained, on-line learning has little effect on learning achievement. Online learning has several advantages and disadvantages over learning face-to-face. Online learning offers a potentially better alternative if it is adapted to the situation and conditions of the students.

scholarly journals Teacher’s Challenges towards Online Learning in Pandemic Era

2020 ◽  
Vol 10 (2) ◽  
pp. 71
Author(s):  
Elsa Rosalina ◽  
Nasrullah Nasrullah ◽  
Eka Puteri Elyani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Learning Climate ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Teacher Challenges

The teaching and learning process has a big revolution since Corona Virus Disease 19 (COVID19) has spread out to the world. Education is one of the sectors that have a mostly big impact on its condition. COVID 19 changes everything in the education system. The teaching and learning process which do face to face must be changed to an online system. Thus, in this research, the researchers want to identify the teacher’s challenges for doing online teaching and learning. The researchers also describe the strength and weaknesses of online learning based on teachers’ perceptions. This research used a qualitative approach because the researchers describe teacher challenges toward online learning and the easiness and the difficulties of online learning in the pandemic era. The participants of this research were 14 English teachers from a different level of education in South Kalimantan. The instruments used in this study consisted of 12 open-ended questionnaires made online using Google form. The result of the questionnaire that has filled out by the participants recorded in the researcher’s email, then based on this result the researchers describe the findings and related it to the relevant theory. The findings of this research are most of the teachers agree that the challenges to applying online learning are in facilitation such as internet connection, quota, the places of home living, and the process of online learning itself such as the teacher’s less in technology for designing interesting online learning activities, less communicative, lack of interaction, and fostering an effective online learning climate and for the strength and the weakness of online learning activities most of the teachers agree that the strength of online learning is flexible in time and place, thus the teaching and learning can conduct everywhere and anytime, for the weakness the teacher agree that online learning can’t conduct maximal pedagogy process in learning activities.  Keywords: teacher, challenges, online learning, pandemic era

Offering Preservice Teachers Field Experiences in K-12 Online Learning

2012 ◽  
Vol 63 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Kathryn Kennedy ◽  
Leanna Archambault
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Field Experiences ◽  
K 12

Preservice Teachers Consider Game-Based Teaching and Learning

2022 ◽  
pp. 410-425
Author(s):  
Nancy B. Sardone
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Educational Games ◽  
Combination Strategy ◽  
Strategy Research ◽  
Teaching Content ◽  
K 12

Gaming has become a core activity with children and more teachers are using games for teaching content than they did five years ago. Yet, teachers report that they learn about game titles, impact studies, and facilitation techniques through their own initiatives or from other teachers rather than from their teacher education program. This chapter reports on a combined curricular strategy built on game strategy research that asked teacher candidates (n= 125) to discuss news headlines about games, play educational games, review games, and game research, teach others how to play educational games, and construct games. Findings reveal that candidates saw value in using games in K-12 to teach content, were able to develop assessments based on game content at a novice level, and were able to construct games either alone or in small groups. Educators contemplating gaming as an instructional strategy may be interested in the espoused combination strategy to encourage game adoption in K-12 settings.

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