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Preparing Teachers for Emerging Blended Learning Environments
ARTICLE

, , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 22, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of and issues related to blending in these settings has been limited, and the results less clear. In this article, we draw from relevant published research, reports, and book chapters from higher education and K-12 to discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components—contextual, instructional, and technological—each of which is closely aligned with common instructional design processes familiar to most teachers.

Citation

Oliver, K. & Stallings, D. (2014). Preparing Teachers for Emerging Blended Learning Environments. Journal of Technology and Teacher Education, 22(1), 57-81. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved January 25, 2020 from .

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