Search results for: Archambault Leanna

This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.

This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.