Abstract
This chapter focuses on how an in-person practicum transitioned to an online practicum, offering field experience in an online venue; thus, providing teacher candidates (TCs) opportunities to gain experience teaching in online learning environments. Grounded in the gradual release of responsibility model and the technological pedagogical content knowledge (TPACK) framework, findings from this study present how faculty and TCs worked together through instructional technology problems. Specifically, findings illustrate how an emergency online practicum situated TCs in relevant education problems and embraced productive struggle. This chapter additionally provides insight for those exploring how to create meaningful online fieldwork/clinical experiences for TCs as a valuable component in their teacher preparation program.
Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning
TopBackground
When TCs learn to teach, they are often situated to engage in field experiences that require them to practice pedagogical strategies. In typical methods courses with clinical practicum experiences, teacher educators often explain, model, and support TCs to apply teaching methods and techniques (Francies et al., 2021). TCs, in turn, observe, learn, rehearse, and practice these methods and techniques. This gradual release of responsibility model supports the development of effective teaching (Pearson & Gallagher, 1983). In an online environment, these associated embodied and enacted practices can remain much the same - with a twist.
TPACK in Teacher Preparation
Teacher educators who aim to prepare TCs for teaching and learning with technology introduce instructional design using digital technologies via models such as Technology (T), Pedagogy (P), and Content Knowledge (CK) model known as TPACK (Archambault & Crippen, 2009; Mishra & Koehler, 2005) (See Figure 1). TPACK grew out of Shulman’s (1986) work, which argues teachers need content knowledge to teach their students, and they also need to understand how to teach effectively. TPACK extends Shulman’s findings, as explained in Mishra and Koehler’s (2005) work, which posits teachers also need to use and understand technology to teach content effectively in the 21st century. According to Martin (2015), this model illustrates teachers’ understanding of how technologies can be used effectively as a pedagogical tool and illustrates the rich overlap among the pedagogy, content, and technology knowledge bases (p.19).
Figure 1. An illustration of the technology (T), pedagogy (P), and content knowledge (CK) (TPACK) model
Although the TPACK model has been widely publicized and TPPs have widely adopted this model to integrate technology, there are still challenges to implementing these research-based recommendations as a part of field experiences, especially online field experiences (Rafiq, Yunus, Susiati, 2022). Scholars in the instructional technology field and across teacher preparation called for improved understanding and application of technology in teacher preparation experiences (Ardıç, 2021; Voithofer et al., 2019). One method for addressing this call for action included modeling effective technology integration and requiring TCs to integrate instructional technology across their practice. This method of modeling was considered exposure and was recognized as a means to role model (Hsu, 2012; Koch et al., 2012; Martin, 2015).
Key Terms in this Chapter
Video Annotation: The process of tagging video clips of teaching which allows commentaries to be synchronized with the video.
Flipped Lesson: Presentation, activity, or a combination is completed outside the regularly scheduled class meeting time. Frees up time in the classroom (e.g., physical or online) to add more teacher support and supplemental teaching based on performance in the flipped lesson.
Online Learning Environment: A site located on the world wide web (www) and accessible via the Internet, which is designed with the goal to teach and clearly states learning objectives, may offer assessment, and may provide feedback.
Asynchronous: Not happening at a specific time, often used to describe the type of online course.
Synchronous: Happening at a specific time, often used to describe the type of an online course.
Modules: A feature offered in an LMS that can be used to organize course content and the order in which a student accesses information. The content may include directions, presentations, documents, activities and assignments, assessments, discussions, and more.
Learning Management System (LMS): An online digital platform that permits the organization of classroom management details, such as an online gradebook, attendance records, student roster, online pages, discussion boards, forums, document library, shared, cloud-based drive, and the ability to create modules.
Instructional Videos: Video recording of educator explaining, giving directions, offering a model or demonstration related to a topic of study, which meets a student learning objective.