The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching

Citation

Hodges, C., Barbour, M. & Pratt, K. (2026). The Persistent Deficit: Historical Gaps in the Preparation of K-12 Educators for Digital Teaching. Journal of Online Learning Research, 12(1), 169-193. https://www.learntechlib.org/primary/p/2128810/

Abstract

Despite decades of growth in K-12 digital learning, teacher education programs and educational leadership preparation remain inadequately equipped to prepare educators for digital instruction. This review examines existing initiatives across three domains: teacher education, leadership preparation, and professional development for practicing educators. While scattered efforts have emerged, including graduate certificates, field experience partnerships, and curriculum development projects, these initiatives remain fragmented and insufficient in scope. The COVID-19 pandemic revealed long-standing systemic failures in preparing educators for flexible delivery models that contemporary schooling demands. Moving forward requires coordinated research to develop validated standards and instruments, systemic integration of digital learning competencies throughout preparation programs, mandatory field experiences in digital environments, and policy mandates from accrediting bodies. Without comprehensive reform, teacher education programs will continue their historical pattern of inadequate response to educational disruptions, leaving future educators unprepared for the realities of modern teaching contexts that increasingly require competence across both traditional and digital instructional environments.

Authors

• Barbour, Michael K
• Hodges, Charles
• Pratt, Keryn

Reference Type

Journal

Keywords

• K-12 online learning
• Online teacher preparation
• Online teacher professional development