Foreword by: Douglas Fisher
Publication Date: April 10, 2020
Use this practical guide to develop collaborative and interactive online experiences for teacher candidates. The author examines methods for integrating evidence-based practices into online teaching environments, including think alouds, case-based instruction, peer feedback, and field experience. The content is applicable to a variety of situations and content areas in education, such as literacy, math, and educational leadership, so that readers can design their own quality learning opportunities for students. A final chapter invites readers to build a digital professional learning network where they can explore areas of tech integration related to specific interests and problems of practice. Improving Online Teacher Education is organized in a nonsequential design so readers can choose which topics and activities are most relatable and useful to their professional environment. It is designed to make online teaching and learning more engaging for instructors and teacher education candidates.
Rachel Karchmer-Klein is an associate professor at the University of Delaware where she teaches undergraduate and graduate courses in literacy and educational technology.
“Everything you need to radically improve the online experience for your students is here for you. Turn the page and begin the journey.”
—From the Foreword by Douglas Fisher, San Diego State University
“In this engaging, practical book, Karchmer-Klein draws on her extensive experience to describe activities and tools for assisting instructors in designing online courses, fostering their use of instructional practices, employing think-alouds for teacher self-reflections about their instruction, applying of digital tools for classroom instruction, and using peer-feedback and virtual field experiences. For each of these topics, the book includes interactive examples for instructors to apply these activities and tools for their own online courses. It also emphasizes the need for continuous support for both instructors learning to teach online courses and students learning to participate in these courses.”
—Richard Beach, professor emeritus of Literacy education, University of Minnesota