Page 96 - Resources and Support for the Online Educator

SECTION II Implementing Technology Infusion

multiple-choice questions to less constrained, open-ended questions (Scalise &
Gifford, 2006). Google’s suite of tools allows for the creation of simple forms and
quizzes with relative ease. Certification programs that put teacher candidates on
a pathway to develop these resources and provide practice teaching opportunities
will help them exercise the creative skills needed to effectively teach online upon
graduation.

References

Consortium for School Networking. (2018). CoSN’s 2018 Annual Infrastructure
Survey Report. www.cosn.org/Infrastructure

Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based
environment: Computer conferencing in higher education. The Internet and
Higher Education, 2(2–3), 87–105.

International Society for Technology in Education. (2017). ISTE Standards for
Educators. Retrieved from www.iste.org/standards/for-educators.
Moore, M. G. (1973). Toward a theory of independent learning and teaching. The
Journal of Higher Education, 44(9), 661–679.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2018). Trends and issues in instructional
design and technology. Boston, MA: Pearson.
Scalise, K., & Gifford, B. (2006). Computer-based assessment in e-learning: A
framework for constructing “intermediate constraint” questions and tasks for
technology platforms. Journal of Technology, Learning, and Assessment, 4(6), 45.
Shea, P., & Bidjerano, T. (2009). Community of inquiry as a theoretical framework
to foster “epistemic engagement” and “cognitive presence” in online education.
Computers & Education, 52(3), 543–553.

122 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 96