ERIC Number: EJ880565
Record Type: Journal
Publication Date: 2009-Oct
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-7069
EISSN: N/A
The Status of Professional Development for K-12 Online Teachers: Insights and Implications
Rice, Kerry; Dawley, Lisa
Journal of Technology and Teacher Education, v17 n4 p523-545 Oct 2009
The authors share findings, insights, and implications from "Going Virtual! The Status of Professional Development for K12 Online Teachers," a 2007 report supported by the North American Council for Online Learning (NACOL, now known as iNACOL). The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers to gain baseline information on the status of K-12 online teacher professional development. This paper provides three main insights from the study: the influence of evolving context on professional development; the broad continuum of professional development practices & models; and global and situation-specific professional development needs. It discusses implications for K12 online teacher professional development practice, policy, and research. (Contains 8 tables and 1 figure.)
Descriptors: Electronic Learning, Elementary Secondary Education, Online Courses, Professional Development, North Americans, National Surveys, Trainers, Administrators, Educational Environment, Models, Educational Practices, Global Approach, Elementary School Teachers, Secondary School Teachers, Educational Policy, Virtual Classrooms, Educational Technology, Distance Education, Computer Assisted Instruction
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A