Virtual School Meanderings

July 9, 2017

EBSCO Alerts

ebscoFirst, the alert for virtual school.

1. TI- Catholic Education Western Australia to apply data science to school life.
AU- Nott, George
JN- CIO (13284045)
PD- 06/28/2017, p1-1
PG- 1p
DT- 20170628
PT- Article
AB- The article offers information on the Catholic Education Western Australia (CEWA) plans to apply data science technology to the schools in Sydney. Topics discussed include the views of CEWA’s head of digital transformation Aidan McCarthy on the fundraising of education, efforts of data scientists from Microsoft Learning to improve school outcomes and student experience, and partnership of CEWA with Microsoft Learning to support detailed and dynamic learning about learning.
DE- Data science (Information science)
SU- Catholic education
SU- Schools — Australia
SU- Educational fundraising
PE- McCarthy, Aidan
FT- 1215
IS- 13284045
AN- 123827507

2. TI- PREPARING TEACHER CANDIDATES FOR VIRTUAL FIELD PLACEMENTS VIA AN EXPOSURE TO K-12 ONLINE TEACHING.
AU- Tian Luo1 tluo@odu.edu
AU- Hibbard, Laura2 hibbardl@ohio.edu
AU- Franklin, Teresa2 franklit@ohio.edu
AU- Moore, David Richard2 moored3@ohio.edu
JN- Journal of Information Technology Education
PD- 2017, Vol. 16 Issue 1, p1-14
PG- 14p
DT- 20170101
PT- Article
AB- 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. [ABSTRACT FROM AUTHOR]
AB- Copyright of Journal of Information Technology Education is the property of Informing Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
DE- VIRTUAL field trips
DE- VIRTUAL reality
DE- PROJECT method in teaching
DE- SOCIAL perception
DE- LEARNING
KW- online learning
KW- online schools
KW- online teaching
KW- preservice teachers
KW- virtual schools
AD- 1Old Dominion University, Norfolk, VA, USA
AD- 2Ohio University, Athens, OH, USA
IS- 15393585
AN- 123807751

Next, I did receive the alert for cyber school, but there were no relevant items.

Finally, I actually received the alert for K-12 online learning this week.

1. TI- PREPARING TEACHER CANDIDATES FOR VIRTUAL FIELD PLACEMENTS VIA AN EXPOSURE TO K-12 ONLINE TEACHING.
AU- Tian Luo1 tluo@odu.edu
AU- Hibbard, Laura2 hibbardl@ohio.edu
AU- Franklin, Teresa2 franklit@ohio.edu
AU- Moore, David Richard2 moored3@ohio.edu
JN- Journal of Information Technology Education
PD- 2017, Vol. 16 Issue 1, p1-14
PG- 14p
DT- 20170101
PT- Article
AB- 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. [ABSTRACT FROM AUTHOR]
AB- Copyright of Journal of Information Technology Education is the property of Informing Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
DE- VIRTUAL field trips
DE- VIRTUAL reality
DE- PROJECT method in teaching
DE- SOCIAL perception
DE- LEARNING
KW- online learning
KW- online schools
KW- online teaching
KW- preservice teachers
KW- virtual schools
AD- 1Old Dominion University, Norfolk, VA, USA
AD- 2Ohio University, Athens, OH, USA
IS- 15393585
AN- 123807751

So lots to report this Sunday!

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