Exploring Pedagogies for Diverse Learners Online (International Pedagogical Practices of Teachers Part 2)

Front Cover
Exploring Pedagogies for Diverse Learners Online
Copyright page
Contents
List of Contributors
Editorial Team
Acknowledgments
Editor’s Notes
	References
Foreword
	Section I: Promises of Digital Technology for Teaching and Learning
	Section II: Reimagining Support for Online Learners
	Section III: Thinking about Online Practice
	References
Section I: Promises of Digital Technology for Teaching and Learning
	Section Introduction: Promises of Digital Technology for Teaching and Learning
		Reference
	Digital Technologies and Diverse Learning in Teacher Education: Reassembling the Social Perspective
		Introduction
		Technology and Teacher Education: Two Popular Ideas
			Digital Natives/Digital Immigrants
			Technological Pedagogical Content Knowledge (TPCK/TPACK)
		Technology and Teacher Education: Two Productive Ideas
			The Competency Model
			Networked Publics
		Conclusions: Reassembling the Social in Technology and Teacher Education
		References
	Resource Students’ Use of Internet Inquiry Strategies in an Online Inquiry Project
		Introduction
		Review of Literature
			Benefits of the Internet for Adolescents
			Challenges of Internet Use
			Marginalized Adolescents’ Use of Technology
			Uses of Technology in Classroom Settings
			Internet Workshop for Promoting Adolescent Literacy
			Open-Ended Internet Projects
		Methods and Strategies
			Context for the Study
			Teacher/Researcher Description
			Class Description
			Participants
				Bobby
				Lily
				Student Journals
				Monitoring Program
				Researcher Field Notes
				Interviews
		Design
			Data Sources and Collection
			Internet Inquiry Procedures
				Topic Selection
				Locating Information
				Presenting Information
			Collected Artifacts
				Student Journals
				Monitoring Program
				Researcher Field Notes
				Interviews
			Coding the Data
		Findings
			Bobby’s Case
				Question or Problem
				Shift in Question, Problem, or Topic
			Locating Information
				Planning the Search
				Using a Search Engine
				Determining Key Words
				Reading the Results of a Search
				Reading a Webpage
				Evaluating Information
				Checking Reliability
				Reading Print Texts
				Taking Notes
			Presenting Information
				Considering Audience
				Formatting the Presentation
				Applying Technical Skill
			Strategies Used throughout the Project
				Collaborating with Peers
				Collaborating with the Teacher
				Expressing Frustration
			Summary
			Lily’s Case
			Selecting a Topic
				Question or Problem
				Shift in Question, Problem, or Topic
			Locating Information
				Using a Search Engine
				Determining Key Words
				Reading the Results of a Search
				Reading a Webpage
				Evaluating Information
				Checking Reliability
				Reading Print Texts
				Taking Notes
			Presenting Information
				Considering Audience
				Formatting the Presentation
				Applying Technical Skill
			Strategies Used throughout the Project
				Collaborating with Peers
				Collaborating with the Teacher
				Expressing Frustration
			Summary
		Discussion
			Using Internet Tasks with Marginalized Adolescents
		Recommendations
		References
	Blended Learning for Students with Disabilities: The North Carolina Virtual Public School’s Co-Teaching Model
		Introduction
		Overview of the Chapter
			The Need for More Research in Online Settings about Students with Disabilities
			Rationale for the NCVPS Blended Learning Model
				Making Online Learning Accessible for All Students
				Co-Teaching
				School-to-Work Transition Programs
			Exploring the NCVPS OCS Model
				Situating the NCVPS OCS Program Historically
				Who Are the OCS Students?
			Summarizing Our Research of OCS
		Findings
			Benefits and Challenges of Online Learning for At-Risk Youth and OCS Students
			Roles of F2F and Virtual Teachers in OCS Coursework
			Co-Teaching in the NCVPS OCS Program
		Discussion
			Necessary Support Structures for All Teachers
			Implications for NCVPS, Schools and Districts, and Teacher Preparation
		Conclusions
		References
Section II: Reimagining Support for Online Learners
	Section Introduction: Reimagining Support for Online Learners
	Parental Engagement in Online Learning Environments: A Review of the Literature
		Introduction
		Parental Engagement Definitions and Frameworks
			Face-to-Face Frameworks
			Online Frameworks
		Research on Parental Engagement in Online Learning
			Levels of Engagement
			Types of Engagement
				Nurturing and Mentoring
				Communicating
				Organizing
				Monitoring and Motivating
				Instructing
			Impact of Parental Engagement
		Implications for Practice and Research
		References
	Rhetorical Constructions of Parents by Online Learning Companies: A Study of Parent Testimonials
		Introduction
			Developing a Theory of Testimony
				Testimonies as Narratives across Multiple Fields
				Testimonies as Narratives in Advertising
			Identity and Role Construction in Schooling
			Locating and Analyzing the Online Testimonials
				Analytic Technique
			Data Sources
			Findings from the Analysis
			Narrative Themes
				Imagined and Vicarious Experience
				Worthwhile Effort Leading to Accomplishment
				Emotional Arousal for a Child’s Well-being
			Discussing the Testimonials
			Implications for Teacher Education
			Final Thoughts
		References
	Providing Chances for Students to Recover Credit: Is Online Learning a Solution?
		Introduction
			Literature Review
			Methods
				Case Study #1: Summer School Credit Recovery
					Benefits of Online Summer School Credit Recovery
					Challenges of Online Summer School Credit Recovery
				Case Study #2: North Carolina PLCs
					Benefits of Online Learning in the PLC Setting
				Challenges of Online Learning in the PLC Setting
			Key Findings
				Prepare Students for Online Learning
				Provide Individualized Support
				Develop Strategies and Structures for Student Success
			Implications of Online Teaching and Learning for Credit Recovery
				Implications for Program Development
				Implications for Teachers
		Conclusion
		References
Section III: Thinking about Online Practice
	Section Introduction: Thinking about Online Practice
		References
	Ecosophic Teaching Using a Pedagogy of the Glocal
		Introduction
		Ecosophy and Education
		Mapping the Glocal as a Pedagogical Strategy
		Mapping Out Our Home Spaces
		Tracking the Routes of Digital Artifacts
		Eco-Issues in the Classroom
		Reuse and Recycling: Developing Maps
		Mapping Our Digital Connections through Infrastructure
		Conclusion
		References
	Mapping Relational Models for Online Teacher Preparation and Professional Development
		Introduction
			Dewey and Positive Experiences Supporting Relational Spaces
			Vygotsky and Relational Spaces within the Zone of Proximal Development
			Freire and Engaged Spaces Becoming Relational Spaces
			Relationally Educative Experiences
		Conclusion
		References
	With New Eyes: Online Teachers’ Sacred Stories of Students with Disabilities
		Introduction
		Expectations for Online Teachers
		Collecting and Analyzing the Stories
		Stories of Online Teacher–Student Relationships
		Implications for Working with Students with Disabilities Online
		References
Afterword
	Potential Affordances of Technology to Transform Teaching and Learning
	Support Structures Needed to Assist Diverse Learners in the Online Environment
	Pedagogies to Enable Engagement in Online Settings
	References
About the Contributors