Navigating the Blended Learning Classroom: One Teacher’s Perspective on Designing and Delivering Blended Instruction
PROCEEDING
Adam Barger, Mark Hofer, Lindy Johnson, The College of William and Mary, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this paper, we report on findings from the initial phase of a research study on blended teaching and learning. We focus on the experiences of one teacher as she designs and delivers a blended learning course in a mid-sized high school piloting a school-within-a-school program. Particular themes on benefits, challenges, and necessary supports are discussed and situated within existing literature on technological pedagogical alignment, teacher identify, and teacher beliefs regarding blended teaching. We include implications for administrators and practitioners as well as recommendations for further research to better understand teachers’ experiences when transitioning to a blended learning context.
Citation
Barger, A., Hofer, M. & Johnson, L. (2017). Navigating the Blended Learning Classroom: One Teacher’s Perspective on Designing and Delivering Blended Instruction. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1434-1442). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/177426/.
© 2017 Association for the Advancement of Computing in Education (AACE)
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