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Blended Learning and How Teachers Immigrate into Technology Rich Pedagogical Practices
PROCEEDINGS

, UC Berkeley, United States ; , San Francisco State University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Technology is rapidly becoming a prominent mediating tool that permeates all aspects of personal and professional life. In accordance teachers are challenged to both develop skills for recognizing when and how technology can be successfully integrated into instruction. As digital immigrant not all teachers have sound practices for developing Blended Learning instructional pathways, and must work to develop the skills of integrating their Pedagogical, Technological and Content Knowledge, and theory known as TPACK. Applying this theory within the context of urban high schools, this paper examines a pilot Blended Learning program in four mathematics classrooms and the impact on both teacher practice and student performance.

Citation

Chase, K. & Courey, S. (2013). Blended Learning and How Teachers Immigrate into Technology Rich Pedagogical Practices. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4781-4784). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 6, 2021 from .