There is a growing concern regarding student use of digital devices such as smartphones during classroom instruction. This pilot study used a mixed-method survey to collect data from 146 K-16 educators. Eighty percent of the participants said that students multitask, and 50% said they multitask a lot. Many of the instructors reported they are distracted by students' use of phones while more than half of the participants indicated they felt doing multiple tasks at the same time disrupts class time and may impact a students' ability to learn. These findings have important implications because classroom instructors may need to modify instructional strategies to keep students on task, have clear policies on the use of electronic devices, and ensure that students understand instructor expectations.
With the recent pandemic, a rapid shift from traditional classroom learning to online learning has educators scrambling for resources, tips, and training tools to make the transition as smooth as possible for all involved. Traditional classroom teachers have been trained on various teaching strategies and how to apply teaching excellence standards to their physical classrooms. However, the training often falls short when transferring these same strategies and standards to online learning. This chapter aims to expand upon the work of Chickering and Gamson to provide those resources necessary to promote this transfer of skills. The application of prior research, along with some practical suggestions, will help K–12 educators, administrators, and educator preparation programs (EPPs) apply these standards of teaching excellence to virtual environments.
Teacher interaction, presence, and participation in online and blended courses are key to facilitating student learning and student satisfaction. Those being prepared to teach in online K-12 environments must learn the knowledge, content, skills, and dispositions relevant to the online learner of the digital age, and particularly to incorporate into online courses the appropriate methods, including Technological Pedagogical Content Knowledge (TPACK). It is imperative that educator preparation programs provide its candidates with authentic field experiences in K-12 digital environments. This chapter includes findings of a pilot study that examined challenges faced by teacher candidates placed in an online student teaching environment and provides recommendations for course design, faculty support, infrastructure, and future research direction.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.