The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital.

Exploring the Effectiveness of Online Education in K-12 Environments combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current research and opportunities, this book is an all-inclusive reference source for administrators, teachers, researchers, teacher educators, and policymakers interested in the development and implementation of blended and electronic learning in primary and secondary education.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Blended Instruction
Collaborative Learning
Innovative Teaching Practices
Learning Outcomes
Online Educational Policies
Online Learning
Teacher Education
Virtual Schools

Reviews & Statements

Predicting an expansion of online learning at the K-12 level due to shrinking budgets, technological advancements, rising enrollments, teacher attrition, and extracurricular demands, Heafner, Hartshorne, and Petty, along with their expert contributors, present information about current practices and research in online K-12 settings, while addressing strategies methods and potential concerns involved with implementing such opportunities. They promote the book as both a data-based and practical resource to guide decision-making and implementation of online learning to aid administrators, teachers, and policymakers in developing successful online K-12 courses, programs, and schools that positively impact learning and educational environments.

– ProtoView Book Abstracts (formerly Book News, Inc.)

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Editor/Author Biographies

Tina L. Heafner, Ph.D. , is a Professor of Social Studies Education in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. Her administrative responsibilities include coordinating the M.Ed. in Secondary Education and the Minor in Secondary Education. Tina's teaching and research focus on promoting effective practices in social studies and teacher education such as technology integration, content literacy development, and service learning. Other research interests include policy and curriculum issues in social studies, online teaching and learning, and the impact of content-based applications of emerging technologies for K-12 learners. Her articles have appeared in such publications as Journal of Technology and Teacher Education, Journal of Computing in Higher Education, Journal of Digital Learning in Teacher Education Journal of Social Studies Research, The Journal of Adolescent and Adult Literacy, and Theory and Research in Social Studies Education. She is the co-author of Targeted Vocabulary Strategies for Secondary Social Studies, Strategic Reading in World History, and Strategic Reading in U.S. History.

Richard Hartshorne is an Associate Professor of Educational Technology at the University of Central Florida. He earned his Ph.D. in Curriculum and Instruction from the University of Florida. At the University of Central Florida, his teaching focuses on the integration of technology into the educational landscape, as well as instructional design and development. His research interests primarily involve the production and effective integration of instructional technology into the teaching and learning environment. The major areas of his research interest are rooted in online teaching and learning, technology and teacher education, and the integration of emerging technology into the K-Post-secondary curriculum. His articles have appeared in such publications as Journal of Technology and Teacher Education, Journal of Computing in Higher Education, Journal of Digital Learning in Teacher Education, The Internet and Higher Education, The Journal of Educational Computing Research, and others. He has also authored numerous book chapters and serves in editorial capacities for a number of journals in the field of educational technology.

Teresa M. Petty is an Associate Professor in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. She also serves as the department’s coordinator of online programs. Teresa earned her EdD in Curriculum and Instruction from the University of North Carolina at Chapel Hill. At the University of North Carolina at Charlotte, her teaching focuses on instructional design, teacher leadership, and instructional methods in the middle and secondary mathematics classroom. Her research interests include teacher attraction/retention in high-need schools, online teaching/learning, and National Board Certification.

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