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K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts

, , , Brigham Young University, United States

Journal of Online Learning Research Volume 7, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Several professional organizations, non-profit groups, and researchers have provided K-12 blended teaching competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based blended teaching competencies to analyze a representative sample of 959 artifacts focused on blended teaching practices to uncover the dispositions, technology skills, and competencies that are important to K-12 blended teaching. The analysis uncovered that all dispositions used for coding were important, some technology skills seemed to be more important than others, and some competency areas seemed to be more important than others. These findings provide a foundation for future research that could seek to understand the competencies and practices that are important to K-12 blended teaching.

Citation

Short, C.R., Graham, C.R. & Sabey, E. (2021). K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts. Journal of Online Learning Research, 7(1), 5-33. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 30, 2021 from .