CSSE 2009 - Teachers’ Preconceptions of Virtual Schooling: Challenging Myths & Misconceptions

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Barbour, M. K. & Unger, K. (2009, May). Teachers’ preconceptions of virtual schooling: Challenging myths & misconceptions. Paper presented at the annual Canadian Society for the Study of Education conference, Ottawa, ON.

Michael Barbour
Kelly Unger
Wayne State University

 Increasing enrollment  Little teacher education
in virtual schooling or
 Michigan, New Mexico, online teaching and
Alabama requiring learning pedagogy
online experience (Smith, Clark
&Blomeyer, 2005)
 Florida districts must
provide students online
learning opportunities

 Fall 2008 – Wayne State University - Internet in the
Classroom.

 Final 5 – 6 Weeks of Course
 Materials:
 5 TEGIVS Scenarios
 K-12 Online Learning Readings
 Reflective Blogging Discussions

 9 graduate students volunteered

“online courses would serve as a way of
freedom for teachers…it gives teachers the
ability to design and deliver a course that
will fit the students' learning patterns and
interests”

“Training burnt out teachers”
“there would be a lot more work because of
the setup and keeping track of students”

“in the K-12 setting offer[ed] more
alternatives for students

“it [was] a great way for students to get the
education they so vitally need”

“I never ever hear anything at school about
virtual schooling. It is not mentioned in
workshops or at meetings. I doubt very
many teachers are even aware of its
possibilities. Or its existence”

“without well-trained, qualified teachers to
facilitate online instruction, virtual
schooling will be ineffective as an
educational model”

Research Application

 Lack of knowledge  Refinement of current
materials
 Teachers perceive
benefits and challenges  Creation and evaluation
of local materials
 Eager for more

Michael Barbour
mkbarbour@gmail.com
http://www.michaelbarbour.com

Kelly Unger
kellyunger@wayne.edu

Barbour, M. K., & Unger, K. (2009, March). Challenging teachers’ preconceptions, misconceptions, and concerns of virtual schooling. Paper presented at the annual conference of the Society for Information Technology and Teacher Education, Charleston, SC. This study examined the perceptions of graduate students in an instructional technology course related to K-12 online learning based upon their completion of the Teacher Education Goes into Virtual Schooling (TEGIVS) curriculum. The TEGIVS program was created through a grant funded initiative at Iowa State University. Nine graduate students at a large, state-funded, mid-Western university completed this curriculum as a part of their Internet in the Classroom course. Based upon our initial analysis, the TEGIVS curriculum was effective for providing these graduate students with some experience with how K-12 online learning opportunities are delivered, along with some of the possibilities and challenges associated with these opportunities. The analysis of this data is continuing, and there are plans to continue this line of inquiry with additional students in future offerings of this course.

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CSSE 2009 - Teachers’ Preconceptions of Virtual Schooling: Challenging Myths & Misconceptions

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