Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (2 Volumes)

Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (2 Volumes)

Margaret L. Niess (Oregon State University, USA) and Henry Gillow-Wiles (Oregon State University, USA)
Release Date: June, 2021|Copyright: © 2021 |Pages: 664
DOI: 10.4018/978-1-7998-7222-1
ISBN13: 9781799872221|ISBN10: 179987222X|EISBN13: 9781799872245
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Description & Coverage
Description:

The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century.

The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.

Coverage:

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

  • Classroom Management
  • Digital Social Platforms
  • K-12 Education
  • Language Education
  • Learning Activities
  • Meaningful Learning
  • Online Classroom Development
  • Online Learning
  • Online Pedagogical Reasoning
  • Remote Learning
  • STEM Education
  • Teachers
  • Virtual Learning Environments
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Editor/Author Biographies
Margaret (Maggie) L. Niess is Professor Emeritus of Mathematics Education at Oregon State University. Her research focuses primarily on the knowledge teachers rely on for integrating technologies in teaching mathematics and science, otherwise called Technological Pedagogical Content Knowledge or TPACK. Her most recent book was Blended Online Learning and Instructional Design for TPACK: Emerging Research and Opportunities. She is currently co-principal investigator in a National Science Foundation grant titled: Child’s Play: Learning Computer Science Through Tabletop Games. She has authored multiple peer-reviewed journals and chapters including multiple teacher preparation books. She directed the design, implementation, and evaluation of an online Master of Science degree program for inservice K-12 mathematics and science teachers with an interdisciplinary science, mathematics, and technology emphasis. Her research has identified an online learning trajectory framing student-centered instructional strategies using a social metacognitive constructivist context. She has chaired multiple committees for the Association of Mathematics Teacher Educators (AMTE’s Technology Committee), American Educational Research Association’s (AERA’s SIG-TACTL called Technology as a Change Agent in Teaching and Learning), and the Society for Information Technology and Teacher Education (SITE’s the Mathematics Education SIG and the Teacher Education SIG).
Henry Gillow-Wiles has both a Ph.D. in Mathematics Education and a M.S. in Mathematics from Oregon State University. His research centers on investigating the impact of online community of inquiry structures on teaching and learning. His most recent project focused on helping college level faculty redesign their courses to more fully engage first-year and first- generation students using a High Impact Practices structure to create signature assignments. With a student-centered pedagogical perspective, these vulnerable students were better able to transition to the tasks for college students. As part of sharing his research, he has edited several research compendiums and co-authored multiple peer-reviewed journals and chapters. In addition to delivering numerous conference presentations, he has served as the chair for the SITE math education SIG and the Internet officer in the American Education Research Association as for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).
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