Hodges, C. B., & Barbour, M. K. (2023, June 19). Shaping the Future of Teacher Learning [Paper]. International Conference on Educational Technology and Online Learning, Cunda/Ayvalık, Turkey

1. Shaping the Future of
Teacher Learning
Charles B. Hodges
Georgia Southern University
Michael K. Barbour
Touro University California

3. https://k12sotn.ca

4. Emergency remote teaching
• temporary shift of instructional delivery due to crisis
circumstances.
• fully remote teaching that would otherwise be
delivered face-to-face or as blended or hybrid
courses
• will return to that format once the crisis or
emergency has abated.
• The primary objective is quick to set up instructional
delivery that is reliably available during an
emergency or crisis.

5. Emergency remote teaching
• temporary shift of instructional delivery due to crisis
circumstances.
• fully remote teaching that would otherwise be
delivered face-to-face or as blended or hybrid
courses
• will return to that format once the crisis or
emergency has abated.
• The primary objective is quick to set up instructional
delivery that is reliably available during an
emergency or crisis.

9. Recommendations for Teacher
Preparation
Hodges, Barbour, and Ferdig (2022) provide six
objectives with the aim that all teacher
education programs will prepare teacher
candidates with the knowledge, skills, and
experience necessary to be successful teaching
in online and blended modalities.
Hodges, C.B., Barbour, M. & Ferdig, R.E. (2022). A 2025 vision for building access to K-
12 online and blended learning in pre-service teacher education. Journal of
Technology and Teacher Education, 30(2), 201-216.
https://www.learntechlib.org/primary/p/221153/

10. Objective 1
• There must be sufficient course work to give
pre-service teachers access to knowledge,
skills, and attitudes related to K-12 online and
blended learning
• The word sufficient is used purposely to allow
flexibility in the number of courses, but the aim is
program wide and program deep (Schmidt-Crawford
et al., 2020) opportunities to prepare pre-service
teachers with the required skills and knowledge

11. Objective 2
• Teacher candidates should have experiences
as online learners.
• The authentic experience of them being online
learners themselves will help them gain empathy
for their future students and the problems or
opportunities those students experience.

12. Objective 3
• TEP must include field experiences in OBL
• Some pedagogical skills from a standard teacher education
programs still apply, many of the necessary online teaching
competencies are completely new to even recently licensed
teachers (An et al., 2021; Da- vis & Roblyer, 2005).
• A challenge here is overcoming perceptions that online
teaching is not real teaching. (See Kennedy and Archambault
(2012a)). Also, (Archambault et al., 2016) found that the belief
that teacher education should offer online field experiences
has decreased.

13. Objective 4
• Metrics and instruments must be created or
refined to further assess and support growth
of PSTs knowledge, skills, and attitudes of
teaching in K-12 OBL
• Use existing research on characteristics of quality online and
blended instructors to create metrics and instruments to
measure knowledge, skills, and attitudes towards OBL
instruction.
• The goal is to determine if and how a preservice teacher
might be prepared to teach in such modalities prior to placing
them in such con- texts.

14. Objective 5
• Validated, research-based standards must be
developed
• A lack of validated instruments has hindered the development
of research-based standards (Barbour, 2020)
• There are many sets of standards, but they were not
developed using an accepted systematic research process
(Barbour, 2020), and efforts to validate them using research
after the fact have been flawed or have found the standards
to be lacking (Adelstein & Barbour, 2018).

15. Objective 6
• Have accrediting bodies and state agencies
require that all PSTs have meaningful and
useful preparation to deliver OBL.
• National accreditation bodies or state teacher
preparation agencies need to require teacher education
programs to ensure that all PSTs have meaningful and
useful preparation to deliver OBL.
• If the first five objectives are achieved, the essential
elements will be in place for accrediting agencies to make
the requirement.

16. Your
Questions
and
Comments

17. Professor of Instructional Design
Touro University California
mkbarbour@gmail.com
http://www.michaelbarbour.com
Professor of Instructional Technology
Georgia Southern University
hodges.chuck@gmail.com
https://www.about.me/hodges.chuck