One disappointing construct in K-12 online learning research is the assumption that "different teachers in different settings will have unique responsibilities and roles" (Ferdig, 2010, p. 15). The argument assumes that making every teacher "responsible for content creation, delivery, tech support, and daily management of the school [would] deny the variability of online entities and course environments" (Ferdig). If this argument runs its course, then the teacher as professional becomes teacher as technician, with their responsibilities siloed into roles such as course developer, marker, or course facilitator. Teachers lose their professionalism, pedagogical diversity and complexity that inspires a career lifespan of engagement, growth and development.

How is it personally rewarding as a professional to perform isolated tasks for the online learning environment? How does one respond to and support the whole learner when one is analogously only attaching the wheel to the automobile on the assembly line? Standardized course content created for mass consumption trends back to a 50's model of DE, making the computer little better than the static paper it is replacing. Yes, I have some delightful resources that are particularly open-ended, which provide opportunity for critical thinking and analysis of concepts. These are still not resources that are accessible to the learning of all of the students in my care. I need to be performing the full range of teaching responsibilities if I am to meet the immediacy of students' concerns.

Professional motivation stems from continuous involvement in learning that "engages the intellect, involves all teachers in cycles of action and reflection, and builds relationships, all of which lead to continuous improvements in teaching and learning for all students" (Sparks, 2004, ¶ 4). The teaching experience is a complex system of events and responses that provide deep, rich and engaging opportunities for all of the learners in the school community. Quality professional development is then driven by the ability to apply new and exciting skills and strategies, relevant to the students in front of me (virtually speaking of course).

 

References

Ferdig, R.E. (August, 2010). Continuous quality improvement through professional development for online K-12 instructors. Keynote presentation at Michigan Virtual University’s fifth annual “Collaboration of the Minds conference. East Lansing, MI.

Sparks, D. (2004). The looming danger of a two-tiered professional development system. Phi Delta Kappan, 86(4), 304 – 306.