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I Teach Who I Am (Even if I Am Online): Interview Research with K-12 Teachers Who Establish a Strong, Agentive Self in Blended Environments
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, , , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In our research, we interviewed K-12 teachers who refused to go quietly into a technological extension of their classroom. These teachers commanded the online space of their blended classroom and infused it with quirks of personality and presence, establishing themselves as a strong, agentive presence across all learning spaces. We will host a conversation about their choices and setbacks and their reports of: growth as an instructor, increased self-efficacy and enjoyment of teaching, and student academic gains.

Citation

Heintz, A.E., Schira Hagerman, M. & Graves Wolf, L. (2015). I Teach Who I Am (Even if I Am Online): Interview Research with K-12 Teachers Who Establish a Strong, Agentive Self in Blended Environments. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1166-1169). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 18, 2022 from .

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