Virtual School Meanderings

May 22, 2023

Final Report to FIPSE for P116B040216 – TEGIVS: Teacher Education Goes into Virtual Schooling

So I was doing some writing last week and I was trying to locate a reference related to the TEGIVS project that used to be online but is no longer there.  I was hoping to find a live link, instead of relying upon an Internet archive link.  Anyway, during my searching I came across this document that I felt was worth sharing.

Final Report to FIPSE for P116B040216

TEGIVS: Teacher Education Goes into Virtual Schooling

Introductory Overview

Teacher Education Goes into Virtual Schooling is a project led by Iowa State University’s (ISU) College of Education Center for Technology in Learning and Teaching (CTLT). Project partners include teacher education programs in the University of Florida (UF), the University of Virginia (UVA), and Graceland University (GU) and a virtual school, Iowa Learning Online.The original consortium is intact in its partnership and all partners remain active. Appendix A1 lists project collaborators and their institutions.

The goal of the project is to prepare preservice teachers in U.S.teacher education programs to implement effective Virtual Schooling (VS) curricula in three roles: facilitator, teacher, and/ordesigner. The three complementary strategies on which the project is based to address the overarching goal of building a preservice model for preparing virtual teachers are: (1) identifying and building competencies, (2) developing tools to support virtual teacher education, and (3) creating and scaffolding a national community of VS practice.The integration of VS was piloted and remains in sustained operation within all four teacher education programs. Both the formative and summative data collected confirm the accomplishment of all objectives. Findings indicate improvements in the quality of teaching and learning through the inclusion of VS in preservice teacher education as well as effectiveness of VS curricula on the preparation of future educators. The external evaluator M.D. Roblyer concluded the final evaluation report on page 27 as follows:

Results of the summative evaluation, documented in this report, indicate that the TEGIVS Project has met the ambitious challenge of providing an innovative program of resources to help prepare future teachers for virtual schooling. Evaluation data show that all three project objectives have been largely achieved. These data will be an especially helpful guide for future development work as project personnel endeavor to build on this successful beginning and revise materials and strategies based on evaluation findings. As the world’s education systems look to a future that is increasingly dependent on distance design and delivery methods, an increasing number of teachers must be prepared who can succeed and help students achieve in the virtual classroom. The foundation provided by this project supplies essential information and direction on how to make teachers ready to enter the “school that technology built” (Davis & Roblyer, 2005).

This final report covers 4 years progress from the beginning of October, 2004, through July, 2008, and describes progress made on each of the three project objectives(see milestones list in Appendix A2). The report concludes with overall project summary and recommendations to practitioners who have an interest in innovative projects in post secondary education.

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May 19, 2023

TechTrends – ToC Alert

The latest new issue alert from this journal.  No distance, online, and/or blended learning specific items in this issue, but lots of interesting research.

If this email is not displayed correctly, please click here to read this table of contents online.
New Issue Alert 18 May 2023
Dear Reader,
We are pleased to deliver your requested table of contents alert for TechTrends. Volume 67, Issue 3 is now available online.
TechTrends cover image
In this issue
Column: Editor’s Notes
Charles B. Hodges
Column: Rethinking Creativity and Technology in Education
Melissa Warr, Punya Mishra, Danah Henriksen, Lauren J. Woo
Column: Graduate Member Musings
Guest Editorial
Original Paper
Original Paper
Original Paper
Original Paper
Alyssa López-Quiñones, Marlen Martinez-Lopez, Cueponcaxochitl D. Moreno Sandoval, Joseph Carroll-Miranda, April E. Lindala, Michelle C. Chatman, Jeffery Fleming, Ebony Terrell Shockley, Denise Cadeau, Elizabeth Flores-Reyes
Original Paper
Original Paper
Guest Editorial
Original Paper
Cajetan Ikechukwu Egbe, Philomina Akudo Agbo, Frederick Amunabo Okwo, George Chibuike Agbo
Original Paper
Original Paper
Original Paper
Original Paper
Original Paper
Original Paper
Andrew A. Tawfik, Jessica Gatewood, Laura Armstrong, Craig E. Shepherd
Original Paper
Florence Martin, Julie Bacak, Drew Polly, Weichao Wang, Lynn Ahlgrim-Delzell
Original Paper
John Baaki, Monica W. Tracey, Elizabeth Bailey
Column: Guest Editors’ Notes
Bohdana Allman, Royce Kimmons, Joshua Rosenberg, Monalisa Dash
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May 17, 2023

Article Notice – Virtual high schools: Improving outcomes for students with disabilities

Filed under: virtual school — Michael K. Barbour @ 6:01 am
Tags: , , , , , ,

An article that scrolled across my electronic desk over the past few days.

  • January 2010
  • J. Repetto
  • Cathy Cavanaugh
  • N. Wayer
  • F. Liu

May 16, 2023

Article Notice – Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States

Filed under: virtual school — Michael K. Barbour @ 9:03 am
Tags: , , , , , ,

An article that scrolled across my electronic desk over the past few days.

  • January 2023
  • TechTrends
  • DOI: 10.1007/s11528-022-00826-6
  • Helen Crompton
  • Agnes Chigona
  • Diane Burke

Abstract – The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers’ experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement.

May 12, 2023

Article Notice – Teachers taking it online: Measuring teachers’ self- efficacy to teach online after completing a training program on distance education

Filed under: virtual school — Michael K. Barbour @ 8:08 am
Tags: , , , , , ,

An article that scrolled across my electronic desk over the past few days.

  • May 2023
  • Journal of Digital Learning in Teacher Education
  • DOI: 10.1080/21532974.2023.2210319
  • Kevin J. Graziano
  • Shartriya Collier
  • Danette Barber

Abstract – Research on the effects of ongoing professional development on distance education and teachers’ online teaching self-efficacy is sparse. This quantitative study examines secondary teachers’ self-efficacy to teach online after completing an online, six-week professional development training program on distance education. During the 2020–2022 calendar years, 51 secondary teachers from a large, urban school district in the southwest participated in this study. Data were collected using a modified version of Gosselin’s Online Teaching Self-Efficacy Inventory. Using Shapiro-Wilk tests, results indicate participation in the program had a significant impact in all five of the self-efficacy domains for online teaching, with posttest means higher than pretest means for all scales. Recommendations for further research and implications for teacher educators are provided.

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