Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation

Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation

Richard Hartshorne (University of Central Florida, USA), Tina L. Heafner (University of North Carolina at Charlotte, USA) and Teresa Petty (University of North Carolina at Charlotte, USA)
Release Date: July, 2012|Copyright: © 2013 |Pages: 569
ISBN13: 9781466619067|ISBN10: 1466619066|EISBN13: 9781466619074|DOI: 10.4018/978-1-4666-1906-7


While online learning has become pervasive in many fields in higher education, it has been adopted somewhat slower in teacher education. In addition, more research is needed to empirically evaluate the effectiveness of online education in teacher preparation.

Teacher Education Programs and Online Learning Tools: Innovations in Teacher Preparation presents information about current online practices and research in teacher education programs, and explores the opportunities, methods, and issues surrounding technologically innovative opportunities in teacher preparation. It presents empirical evidence of teacher candidate learning and assessment in the context of various online aspects of teacher licensure.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Best Practice Case Studies
  • Collaborative Online Learning
  • Distance Education
  • E-Learning
  • Institutional Policies
  • Instructional Design
  • Instructional Models
  • Internationalization
  • Learning Theory and Online Learning
  • Online Teacher Education

Reviews and Testimonials

Hartshorne (educational technology, U. of Central Florida) et al. bring together educators and education and educational technology scholars from the US, the United Arab Emirates, Singapore, New Zealand, and Israel for 24 chapters on the use of web-based tools for training teachers. They present information about current practices and research in online teacher education programs, as well as opportunities, methods, and issues involved in implementing them; evidence of student and pre-service teacher learning and assessment in the context of these programs; and current research related to online practices in programs and technology tools to support learning outcomes. They discuss the evolution of pedagogical beliefs and practice for online instruction; the development of a remote online observation process of pre-service teachers; a comparison of online and face-to-face programs; initiatives to formalize online teaching; collaborative learning; an experimental course in online pedagogy; the use of Web 2.0 tools in cooperative learning; literacy education in online learning; instructional models; online teaching and learning practices for English language arts, math, action research, and teacher leadership courses; and innovative practices like instructional simulation games and remote field experiences. 

– Book News Inc. Portland, OR

Table of Contents and List of Contributors

Search this Book:
Editorial Advisory Board
Table of Contents
Richard E. Ferdig
Tina L. Heafner, Richard Hartshorne, Teresa Petty
Chapter 1
Terry S. Atkinson
This chapter details the experiences of a university professor whose perspectives shifted from one of initial dissent to eventual advocacy for... Sample PDF
The Journey from Dissenter to Advocate: Insights Gained while Teaching Online
Chapter 2
Teresa Petty, Tina L. Heafner, Richard Hartshorne
The Remote Observation of Graduate Interns (ROGI) is a method crafted by researchers at the University of North Carolina at Charlotte that allows... Sample PDF
Remote Observation of Graduate Interns: A Look at the Process Four Years Later
Chapter 3
M. Joyce Brigman, Teresa Petty
This chapter seeks to investigate the perceived sense of preparation for the classroom that leads to teacher effectiveness. The focus of this... Sample PDF
Perceptions of Preparation of Online Alternative Licensure Teacher Candidates
Chapter 4
Michael K. Barbour, Jason Siko, Elizabeth Gross, Kecia Waddell
At present, there are very few examples of the preparation of teachers for the online environment in teacher education. Even more unfortunate is... Sample PDF
Virtually Unprepared: Examining the Preparation of K-12 Online Teachers
Chapter 5
Yigal Rosen, Rikki Rimor
Online teacher programs are diverse in their models, expressing a variety of learning objectives, pedagogies, technological platforms, and... Sample PDF
Teaching and Assessing Problem Solving in Online Collaborative Environment
Chapter 6
Anne Yates
This chapter reports a study which examined experiences of nine beginning teachers who completed their initial teacher education in the online mode.... Sample PDF
Online Teacher Education: A Case Study from New Zealand
Chapter 7
Wayne Journell, Melissa Walker Beeson, Jerad J. Crave, Miguel Gomez, Jayme Nixon Linton, Mary O. Taylor
The increased demand for online instruction within higher and K-12 education has created a need for teacher education programs to provide... Sample PDF
Training Teachers for Virtual Classrooms: A Description of an Experimental Course in Online Pedagogy
Chapter 8
Vassiliki I. Zygouris-Coe
Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important... Sample PDF
Promoting Collaborative Learning in Online Teacher Education
Chapter 9
David M. Dunaway
Finding time for reflection and collaboration presents challenges for teachers. Combined with this are feelings of isolation from colleagues. Web... Sample PDF
Creating Virtual Collaborative Learning Experiences for Aspiring Teachers
Chapter 10
Victoria M. Cardullo
Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter... Sample PDF
Cyber-Place Learning in an Online Teacher Preparation Program: Engaging Learning Opportunities through Collaborations and Facilitation of Learning
Chapter 11
Dixie Massey
Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have... Sample PDF
Differentiating Instruction for Adult Learners in an Online Environment
Chapter 12
Salika A. Lawrence
Teacher candidates in online courses engage in authentic learning to foster 21st-century practices similar to those of their K–12 students, namely... Sample PDF
Teacher Education in Online Contexts: Course Design and Learning Experiences to Facilitate Literacy Instruction for Teacher Candidates
Chapter 13
D. Bruce Taylor, Lindsay Sheronick Yearta
While technology has always played a role in teaching and learning, with the advent of Information Communication Technologies (ICTs), schools have... Sample PDF
Putting Multiliteracies into Practice in Teacher Education: Tools for Teaching and Learning in a Flat World
Chapter 14
Felicia Saffold
A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online... Sample PDF
(Re)Assessing Student Thinking in Online Threaded Discussions
Chapter 15
Chris O’Brien, Shaqwana M. Freeman, John Beattie, LuAnn Jordan, Richard Hartshorne
This chapter summarizes the results of a quasi-experiment conducted to determine the relative effectiveness of preparing pre-teacher education... Sample PDF
Investigation of Blended versus Fully Web-Based Instruction for Pre-Teacher Candidates in a Large Section Special Education Survey Course
Chapter 16
Hyo-Jeong So, Emily Hixon
The purpose of this study was to explore preservice teachers’ behaviors in and perceptions of traditional field-based and virtual models of early... Sample PDF
Examining Student Behaviors in and Perceptions of Traditional Field-Based and Virtual Models of Early Field Experiences
Chapter 17
Luke Rodesiler, Barbara G. Pace
In this chapter, the authors present the framework and methods they employ to integrate online learning opportunities into an English teacher... Sample PDF
Preparing Pre-Service Secondary English Language Arts Teachers to Support Literacy Learning with Interactive Online Technologies
Chapter 18
Drew Polly
This chapter discusses a longitudinal examination of a mathematics methods course for teacher candidates taught in hybrid and a 100% asynchronous... Sample PDF
Designing and Teaching an Online Elementary Mathematics Methods Course: Promises, Barriers, and Implications
Chapter 19
Nancy Fichtman Dana, Desi Krell, Rachel Wolkenhauer
The systematic, intentional study by teachers of their own classroom practice is critical for powerful professional development. Action research, or... Sample PDF
Taking Action Research in Teacher Education Online: Exploring the Possibilities
Chapter 20
Kara Dawson, Cathy Cavanaugh, Albert D. Ritzhaupt
Action research is recognized as a powerful tool for professional development and teacher preparation (Cochran-Smith & Lytle, 2009; Zeichner, 2003)... Sample PDF
ARTI: An Online Tool to Support Teacher Action Research for Technology Integration
Chapter 21
Scott L. Day, Leonard Bogle, Karen Swan, Daniel Matthews, Emily Boles
This chapter describes how faculty in a fully online Master’s program in teacher leadership are using a design-based approach, grounded in theory... Sample PDF
Improving Student Learning in a Fully Online Teacher Leadership Program: A Design-Based Approach
Chapter 22
Joseph R. Feinberg, Audrey H. Schewe, Christopher D. Moore, Kevin R. Wood
Instructional simulation games are models of the real world that allow students to interact with events and objects that are normally inaccessible... Sample PDF
Puttering, Tinkering, Building, and Making: A Constructionist Approach to Online Instructional Simulation Games
Chapter 23
David Gibson
This chapter introduces an innovative online learning platform for the preparation of teachers through simulations, which addresses some of the... Sample PDF
Teacher Education with simSchool
Chapter 24
Tina L. Heafner, Michelle Plaisance
Windows into Teaching and Learning (WiTL), a project conceived and actualized by authors situated in a large urban university in the southeastern... Sample PDF
Windows into Teaching and Learning: Uncovering the Potential for Meaningful Remote Field Experiences in Distance Teacher Education
About the Contributors

Author(s)/Editor(s) Biography

Richard Hartshorne is an Associate Professor of Educational Technology at the University of Central Florida. He earned his Ph.D. in Curriculum and Instruction from the University of Florida. At the University of Central Florida, his teaching focuses on the integration of technology into the educational landscape, as well as instructional design and development. His research interests primarily involve the production and effective integration of instructional technology into the teaching and learning environment. The major areas of his research interest are rooted in online teaching and learning, technology and teacher education, and the integration of emerging technology into the K-Post-secondary curriculum. His articles have appeared in such publications as Journal of Technology and Teacher Education, Journal of Computing in Higher Education, Journal of Digital Learning in Teacher Education, The Internet and Higher Education, The Journal of Educational Computing Research, and others. He has also authored numerous book chapters and serves in editorial capacities for a number of journals in the field of educational technology.
Tina L. Heafner, Ph.D. , is a Professor of Social Studies Education in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. Her administrative responsibilities include coordinating the M.Ed. in Secondary Education and the Minor in Secondary Education. Tina's teaching and research focus on promoting effective practices in social studies and teacher education such as technology integration, content literacy development, and service learning. Other research interests include policy and curriculum issues in social studies, online teaching and learning, and the impact of content-based applications of emerging technologies for K-12 learners. Her articles have appeared in such publications as Journal of Technology and Teacher Education, Journal of Computing in Higher Education, Journal of Digital Learning in Teacher Education Journal of Social Studies Research, The Journal of Adolescent and Adult Literacy, and Theory and Research in Social Studies Education. She is the co-author of Targeted Vocabulary Strategies for Secondary Social Studies, Strategic Reading in World History, and Strategic Reading in U.S. History.
Teresa M. Petty is an Associate Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. She also serves as the department’s coordinator of online programs. Teresa earned her EdD in Curriculum and Instruction from the University of North Carolina at Chapel Hill. At the University of North Carolina at Charlotte, her teaching focuses on instructional design, teacher leadership, and instructional methods in the middle and secondary mathematics classroom. Her research interests include teacher attraction/retention in high-need schools, online teaching/learning, and National Board Certification.