Lack of online-teaching training constrains teachers' ability to apply the framework, per cited literature¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Many teachers have never been trained, through education programs or professional development, on how to create effective online learning, which constrains applying the framework. → Joshua W. Tabor 2020

Evidence¶

Joshua W. Tabor 2020¶

Joshua W. Tabor. (2020). Chaos: exploring an engaging online model for rapid application during the pandemic. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09878-y

q1 · i? · theoretical · r2

The commentary's Limitations and constraints section, citing Comas-Quinn (2011), asserts many teachers lack training in creating effective online learning, a constraint magnified during the pandemic pivot. The review attributes this to the cited work; no new data are reported.

"Unfortunately, many teachers have never been trained, either through education programs or professional development, on how to create effective online learning (Comas-Quinn 2011). This constraint was magnified as schools scrambled to assist teachers in moving their content online."

Discussion¶

Related Claims¶

• Tabor argues the Own it, Learn it, Share it framework can be applied immediately to support districts' rapid pivot to online learning — related
• Teachers tend to exert more control online while students are underprepared for autonomy, per cited literature — related
• Few countries have defined teacher AI competencies or national AI training programmes for teachers — related
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — related
• The Philipsen et al. framework of TPD components for online and blended learning is biased toward higher education settings — related