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The K-12 online teaching dynamic: a study of educators at multiple cyber charter schools in Pennsylvania
Dissertation   Open access

The K-12 online teaching dynamic: a study of educators at multiple cyber charter schools in Pennsylvania

Scott E. Van Vooren
Doctor of Education (Ed.D.), Drexel University
May 2017
DOI:
https://doi.org/10.17918/etd-7462
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Abstract

Charter schools Educational technology Education
This study harvested and synthesized information on K-12 online educators within the State of Pennsylvania through structured interviews and artifact evaluations. As parents, students, and the greater K-12 educational community look for innovative ways to increase rigor and student achievement in the 21st century, educational technology is viewed as the conduit to that end. Using a multi-site case study approach, comprehensive research brought to the surface a profile of effective K-12 online educators teaching at various Pennsylvania cyber charter schools. This study sought to answer the following questions: What are the characteristics and competencies of effective K-12 online educators in Pennsylvania cyber charter schools? What evidence displays skills that are specific to effective K-12 online educators in Pennsylvania? These educators rely on their skills acquired during traditional pre-service training to teach in an online environment. Study participants stated they require skills that go above and beyond traditional knowledge, skills collectively known as digital pedagogy. In the 21st century, digital pedagogy skills are moving to the forefront of teacher usage and knowledge base. This is evidenced from the study participants' statements and the adoption of online teacher certification and credentialing by state departments of education.

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