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Enhancing K-12 pre-service teachers digital pedagogical literacy lesson planning for teaching online

Flynn, Paul
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Identifiers
http://hdl.handle.net/10379/16214
 https://doi.org/10.13025/19210
Publication Date
2020-07
Keywords
K-12, Lesson Planning, Teaching and Learning, Teaching Online, Pedagogical Literacy, Pre-Service Teacher, Education, Teacher Education
Type
Book chapter
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Citation
Flynn, Paul. (2020). Enhancing K-12 pre-service teachers digital pedagogical literacy lesson planning for teaching online. In Richard E. Ferdig, Emily Baumgartner, Richard Hartshorne, Regina Kaplan-Rakowski, & Chrystalla Mouza (Eds.), Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. USA: Association for the Advancement of Computing in Education (ACCE).
Abstract
Lesson planning is an essential component of teacher professional development. COVID-19 has ushered a rapid transition from classroom based teaching to online engagement with K-12 students placing new demands on teachers to apply their lesson planning skills to new digital classroom environments. This paper presents a rationale for innovation in lesson planning for online teaching. Early results from a pilot project indicate that a Rhythmic Approach to lesson planning translated well to online classrooms and facilitated dialogic interactions between teachers and students. In addition nascent challenges associated with the transition from physical to online classrooms were mitigated. Early results and outcomes are relevant to K-12 preservice teachers, teacher educators and established inservice practitioners.
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Publisher
Association for the Advancement of Computing in Education (ACCE)
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Attribution-NonCommercial-NoDerivs 3.0 Ireland
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Collections
School of Education (Book Chapters)