Online Courses Evolving Teacher Education Programs

Miki Kritz
Kibbutzim College of education, Israel

Miri Shonfeld
Kibbutzim College of education, Israel

Ilan Nagar
Hemdat Hadarom College, Israel


Online Teaching in teacher training colleges has become part of training towards schools of the future. Colleges are opening more and more massive online courses. Skills to integrate technology into learning are becoming increasingly important both for the college students’ studies and for their ability to fit into the schools of the future. The Ministry of Education considers the student’s ability to fit into schools today, not to mention the schools of the future, as one of its main goals, and the goal is that colleges will train graduates who will be able to lead changes and implement technology in schools. Therefore, it is important to assess the contribution of the online courses for the technology literacy of teacher trainees. The proposed research will analyse the contribution of the various methods of online courses (Hybrid, Online, MOOC) for a length span of several years, at a width span of various student populations, undergraduate and graduate students. This study examines the attitudes and perceptions of students in various courses in several areas: the teaching process, the contribution of online tools, self-study, satisfaction, contribution to the learning course, implementing different learning tasks, and the use of technology for teaching and learning. The questions which have arisen focus on the pros and cons of each model, the contribution of each model to students’ perceptions on the integration of ICT in teaching and its influence on students’ achievements. The study used questionnaires based on the MOFET research network, students’ achievements, courses’ outcomes and interviews with students from all courses. The findings will be used to discuss the controversy regarding implementation of online courses in colleges of education as part of the curriculum.

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