Field Experience in Virtual Schools--To Be There Virtually

Autor/inn/en	Compton, Lily Ki Lo; Davis, Niki; Mackey, Julie
Titel	Field Experience in Virtual Schools--To Be There Virtually
Quelle	In: Journal of Technology and Teacher Education, 17 (2009) 4, S.459-477 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Electronic Learning; Preservice Teacher Education; Teacher Education Curriculum; Program Descriptions; Rural Schools; Foreign Countries; Teaching Methods; Field Experience Programs; Pilot Projects; International Education; Case Studies; Curriculum Development; Program Development; Program Implementation; Virtual Classrooms; Educational Technology; Web Based Instruction; Online Courses; Distance Education; Blended Learning; Iowa; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisnahes Lernen; Pilot project; Modellversuch; Pilotprojekt; Internationale Erziehung; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programmplanung; Unterrichtsmedien; Web Based Training; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Neuseeland
Abstract	Virtual Schooling (VS) for K-12 school students using distance technologies has increased rapidly in the 21st century with the growth of online learning and virtual schools in more than 44 states in the USA and as e-learning in over 20 clusters of rural schools in New Zealand. Although VS requires a special set of teaching methods, teacher preparation programs are only beginning to include this new mode of schooling and it is important to develop VS field experience. This paper describes a pilot VS field experience within an initial teacher education program in the USA as part of a national project, including multimedia appendices. It enabled future teachers to observe how an exemplary VS school teacher taught her course using blended technologies. Future teachers' reflections revealed that they had overcome concerns and misperceptions about VS. Key elements identified include mirroring the natural setting using similar technologies, external and internal information gathering, guided observations and engagement with the class. Plans to expand this provision across the USA and in New Zealand provide an international perspective on preparing future teachers for the increasing range of educational opportunities in the 21st first century. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10