
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
PROCEEDINGS
Anne Eileen Heintz, Michelle Schira Hagerman, Leigh Graves Wolf, 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 February 1, 2023 from https://www.learntechlib.org/primary/p/150154/.
© 2015 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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