Classroom Management, Lesson Planning, and Technology Integration . . . Oh My!: Ways to Cope With Online Pedagogical Practices

Background

Moving instruction online is a massive undertaking that involves the use of many new digital tools (Castelo, 2020). There has long been a debate about teacher preparation programs' ability to provide any type of instruction for its future teachers in a virtual or online environment. The latest requisite shifts to virtual formats due to the pandemic have required university education programs to consider the most efficient and effective ways to teach concepts – like classroom management, lesson design, and technology integration – in new ways.

K-12 teachers who are now teaching remotely worry about managing this type of classroom for an extended length of time. Lesson planning and engagement strategies are typically a struggle for learners with a range of issues; however, doing so in a virtual environment is even more challenging. The missing component may be adequate professional development for K-12 teachers; professional development is necessary now more than ever. For faculty preparing pre-service teachers to enter a unique classroom environment, the pedagogical choices that are made now may make the difference between their success and to what extent the pre-service teachers experience in their new classrooms. Therefore, their own professional development in this area is critical. If teacher education programs had not considered online education before the pandemic, their leaders are certainly taking an interest now (Koenig, 2020).