DOI
https://doi.org/10.14305/jn.19440413.2021.13.2.04
Abstract
In response to the COVID 19 pandemic universities and colleges abruptly closed and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction digitally—while also preparing novice teachers to teach online themselves. Adding another layer of complexity was prospective teachers’ lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.
Recommended Citation
Stoetzel, L., & Shedrow, S. (2021). Making the transition to virtual methods in the literacy classroom: Reframing teacher education practices. Excelsior: Leadership in Teaching and Learning, 13(2), 127-142. https://doi.org/10.14305/jn.19440413.2021.13.2.04 CCBY.
Included in
Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
