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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.