Virtual School Meanderings

March 22, 2016

SITE 2016 – A University’s Approach to Preparing Teaching Candidates for Blended and Online Settings

As I mentioned in the entry entitled SITE 2016 And K-12 Online Learning, the the Society for Information Technology and Teacher Education (SITE) 2016 annual conference is occurring in Savannah, Georgia this week, and SITE is home to the K-12 Online Learning SIG.  That means that I will be blogging many of the sessions throughout the week.  The thirteenth – and final – session for this first day I am blogging is:

A University’s Approach to Preparing Teaching Candidates for Blended and Online Settings

  1. Jayme Linton, Lenoir-Rhyne University, United States

Tuesday, March 22 4:35-4:55 PM in Savannah View on map

Discuss  Download Paper

Teaching candidates at Lenoir-Rhyne University learn, evaluate and apply blended learning methods by completing a blended methods course and a blended practicum during their senior year. A collaborative school-university partnership allows these teaching candidates to enter the education field ready to leverage technology to personalize learning for all students. An innovative graduate program also prepares K-12 teachers, college and university instructors, and business professionals for quality instructional design and online teaching. Join this session to learn about one university’s approach to preparing educators for blended and online settings.

ID
48167
Type
Best Practices
Topics
Teaching and Learning with Emerging Technologies K-12 Online Learning

Like Jamie’s earlier session, the brief paper presenter prior to her in this session took 26 (and then took questions, so she actually took a total of 28 minutes), instead of the allocated 20 minutes.  Note the presenter below (as I have no problem naming and shaming this poor academic behaviour).

Improving Professional Development with Flipped Workshops

4:15-4:35 PM
  1. Deyu Hu, Virginia Tech, United States

 

Anyway, when Jamie finally got a chance to speak…   She began by talking about her graduate level, pre-service program – which is a four semester program (30 credit hours, which includes 9 that can be used for the graduate certificate).  There is an option for students to also obtain a graduate certificate in online teaching and instructional design (which is an 18 credit hour program, or 9 credits in addition to the Master’s).  It includes a technology course that focuses on tools for online and blended learning, they have a semester-long virtual school student teaching, they also have coursework focused specifically on online teaching methods, foundations of distance education, and instructional design.

For both their online and blended programs, they are using the iNACOL standards and frameworks as their guiding documents.  I’ll be honest and say I missed a lot of what Jamie said at the beginning about the optional blended learning program, as I got caught up in my e-mail.  One of the things the pre-service teachers how have opted for the blended learning track do is observe both their higher education faculty and their co-operating teachers through the lens of a specific blended learning form.  This is the same forms that their blended learning university supervisor – as these pre-service teachers have two university supervisors (a regular one and a blended learning one) – will use when they do their observation of the pre-service teacher during student teaching.  One of the specific tasks these pre-service teachers who choose the blended learning option have to do is create a blended learning unit plan, which begin with a pre-assessment – and this plan has to be implemented during their student teaching.  Pre-service teachers are also responsible for choosing one subject area where they will focus on implementing blended learning in during their student teaching.  Most selected math, and as they have success they begin using blended learning in their other subject areas.

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