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

Description

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:
Reset

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.

Indices