Revisiting Readiness for K–12 Online Teaching: What Teachers Reveal About Students, Preparation, and Policy Through a Graduate Online Learning Curriculum

This five-year action research study focuses on the continuous improvement of a graduate educational technology course focused on K-12 online learning. Researchers analyzed reflections, projects, blog posts and responses, and student evaluations of teaching from the in-service teachers who were enrolled in the course to understand their evolving perspectives of K-12 online learning (and in earlier cycles potential course changes). In this final cycle four key themes emerged: teachers emphasized that students need explicit instruction in self-regulation and readiness skills rather than possessing them innately; successful online learning requires intentional course design promoting interpersonal connection and interaction; effective online teaching demands specialized preparation beyond traditional teacher education, including technical skills and positive dispositions toward technology; and the implementation of K-12 online learning raises critical concerns about equity, access, and policy decisions that may prioritize cost-efficiency over educational quality. The findings challenge assumptions about K-12 online teaching as merely transferring face-to-face practices to digital environments, highlighting instead the need for developmental, practice-based teacher preparation that addresses pedagogical, relational, and systemic dimensions of digital learning.