Research Paper Using Attached Annotated Bibliography

October 13, 2019

Introduction

Given the national teacher shortage, many school districts have been left without qualified teaching personnel each school year. To solve the shortage crises, some schools have resolved to use technology-based learning programs where teaching is done by virtual teachers. With this trend, it is evident that online classrooms are the future of the public education system for grades K-12. This is supported by the bibliography given below.

Linton, J. N., & Journell, W. (2019). Taking Responsibility for the Future: A Case Study of a State-Run Program to Train K–12 Online Teach. In Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning (pp. 292-313). IGI Global.

This literature source focusses on the continued expansion of K-12 online learning. Students, together with their families have sought options to solve their educational needs. At times, this might be the only solution because these needs are only met through online courses that are given by public school districts. Most of the students in the United States, however, focus beyond their local school districts and enroll in virtual public schools that are state level. They are also known as virtual charter schools. For instance, Florida Virtual School (FVS)is an example of virtual schools that through the program, reach many students across the United States and across the world. Evidently, technology-based learning programs are the future of the public education system for grades K-12. Therefore, various states need to design a certification for online teaching that would allow teaches who are licensed in any given state to teach learners online.

Howard, T. O., Winkelmes, M. A., & Shegog, M. (2019). Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning. Journal of Political Science Education, 1-14.

Already existing literature on teaching with transparency in higher education shows that, adopting assigning that are transparent-oriented enhances the learning results for students who are undeserved at the introductory level. It also reduces the attrition rate among many students who are highly vulnerable to dropping out. Similarly, the perpetual demand for education programs done online has led to the expansion of degree and course offering, as well as a steady increase in enrollment of online students across the nation. However, according to recent studies, for success in online classes to be obtained, a lot of reforms for school districts need to be done. This article focusses on implementation of teaching methods on transparency in classrooms done online versus the classroom done in-person. Its main objective is to establish teaching methods that are transparent to assist in reaping maximum benefits from virtual classrooms.

Blaine, A. M. (2019). Interaction and presence in the virtual classroom: An analysis of the perceptions of students and teachers in online and blended Advanced Placement courses. Computers & Education, 132, 31-43.

Clearly, online classrooms are the future of the public education system for grades K-12. This article shows how for online and blended learning to be successful; interaction is a key component. It emphasizes on the extent to which it is important to understand how students and teachers view the interaction within secondary courses that are either blended or online. The study further focusses on teacher and students’ perceptions of interaction within the Virtual Advanced Placement courses within a nation, specifically on the northeastern part of the United States. Using the components of teaching and social presence within the inquiry model’s community, teachers and students perceived this interaction quite differently. Mostly, teachers largely gave favorable views, while students opposed the online classes. From the article, students in K-12 grades can succeed and their communication with teachers be enhanced if proper communication is enhanced.

Dixon, R. A., Hall, C., & Shawon, F. (2019). Using Virtual Reality and Web Conferencing Technologies: Exploring Alternatives for Microteaching in a Rural Region. Northwest Journal of Teacher Education, 14(1), 4.

This article is in support of online classrooms where the views of preservice teachers are taken into consideration. The research focusses on two kind of technologies that gave realistic environments, whereby for micro-teaching to be practiced, TLE TeachLive Lab technology is applied. This is an environment of virtual reality, where avatars are employed as students in a virtual classroom. The other technology involves web conferencing in synchronously teaching students in classrooms that are located remotely. Opinions by preservice teachers were that, each technology gives an environment that is relatively realistic, that enables them to successfully interact with both real and virtual students. By use of virtual teachers, it increases student’s self-confidence and gives an environment that is safe and non-threatening for them to reflect on particular practice.

Conclusion

From the above, it is evident that online classrooms and virtual teacher are the future of the public education system for grades K-12. However, certain reforms discussed above need to be made.