Page 92 - Resources and Support for the Online Educator

SECTION II Implementing Technology Infusion

learning activities, and becoming more deliberate about accommodations, differ-
entiation, and personalization can be more thoughtfully planned, practiced, and
developed in online platforms.

Conclusion

Colleges and schools of education have faculty with years of experience preparing
teacher candidates for careers in face-to-face classrooms. As the potential for deliv-
ering learning experiences shifts into online environments, a solid understanding
of the technologies and strategies for online teaching will become essential to the
success of teacher candidates as they launch into their careers as certified teachers.

Online teaching should not be viewed as an add-on to teacher preparation
programs; in fact, it is essential for a flourishing program that seeks to fully prepare
the next generation of educators and should be infused throughout the entire
preparation experience. By the time they graduate, teacher candidates graduate,
they should be versed in using tools and applications for teaching online. Learning
to select and integrate technology tools and applications has the benefit of helping
teacher candidates become better teachers in any learning environment. The
instructional design skills needed to teach online are no different from the skills
used to engage and assess students in traditional classrooms. CoI, the pedagogical
framework discussed in this chapter, can assist teacher candidates as they curate
content and resources, design for digital environments, and build their lessons
around a supportive and interactive climate for learning with formative and
summative assessments clearly aligned with instructional goals.

As I found in talking with graduates of my program, if teacher preparation
programs prepare new teachers only for the face-to-face classroom, they are not
preparing them to teach in today’s world marked by digital connectivity. Colleges
and schools of education must take the lead in providing a research-informed
vision for online experiences in PK–12 teaching and for following through on that
vision by addressing online teaching in their preparation programs. To do other-
wise would be a critical lapse on our part.

118 Championing Technology Infusion in Teacher Preparation

Excerpted from Chapter 6, “The Necessity of Preparing Teacher Candidates to Teach Online.”

Championing Technology Infusion in Teacher Preparation 92