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‘Being in the kindergarten of blended learning’: Exploring teachers’ processes for sustainable blended learning practices
PROCEEDINGS

, AUT University, New Zealand

ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-0-473-22989-4 Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

The potential of blended learning has yet to be reached and this paper presents an alternative lens for researching teachers who work with blended learning environments. The teachers‘ role in creating blended learning environments is not yet well understood. This paper proposes the Social Construction of Technology (SCOT) as a model that may be used to explore the processes that teachers engage in when creating blended learning environments. Exploring the ways in which teachers are creators of blended learning environments provides a new lens for sustainable practice. This may signify a shift away from the focus of attempting to create a perfect product to an emphasis on sharing the process development. This paper first presents an overview of the SCOT model which is followed by examples of the ways in which the SCOT model was applied in a recent research project.

Citation

Wood, Y. (2012). ‘Being in the kindergarten of blended learning’: Exploring teachers’ processes for sustainable blended learning practices. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education. Retrieved May 24, 2020 from .

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