• K-12 Blended Teaching
  • About This Book
  • Preface
  • Acknowledgements
  • Research
  • 1. Blended Teaching Foundations
  • 2. Online Integration
  • 3. Data Practices
  • 4. Personalizing Instruction
  • 5. Online Interaction
  • 6. Blended Design in Practice
  • Glossary
  • Appendices
  • Abstracts
  • Download
  • Search
  • Publication Information
    SeriesK-12 Blended Teaching
    LicenseCC BY-SA
    Printed Version

    K-12 Blended Teaching

    A Guide to Personalized Learning and Online Integration

    Table of Contents

    This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to support your blended teaching practice. Then you will be introduced to four key competencies for blended teaching:

    • Online Integration – ability to effectively combine online instruction with in-person instruction.
    • Data Practices – ability to use digital tools to monitor student activity and performance in order to guide student growth.
    • Personalizing Instruction – ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
    • Online Interaction – ability to facilitate online interactions with and between students.
    Ryan Cain

    Weber State University

    This book has been indispensable in my instructional technology courses. Each semester, my students thank me for these high quality resources that they don't have to pay for.

    Charles R. Graham

    Brigham Young University

    Charles R. Graham is a Professor of Instructional Psychology and Technology at Brigham Young University. He studies the design and evaluation of online and blended learning environments as well as the use of technology to enhance teaching and learning. In 2015 Charles became a Fellow of the Online Learning Consortium "For outstanding achievement in advancing theory, research and effective practice in online and blended learning." He is also a Fellow with the Michigan Virtual Learning Research Institute for his work to develop a K-12 Blended Teaching Readiness instrument for preservice and inservice teachers. Details regarding other books and articles authored by Charles can be found online at http://bit.ly/crgvita 

    Jered Borup

    George Mason University

    Jered Borup is the professor-in-charge of George Mason University's Blended and Online Learning in Schools Master's and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found at https://sites.google.com/site/jeredborup/

    Cecil R. Short

    Emporia State University

    Cecil R. Short is an Assistant Professor of School Leadership and Director of Secondary Education at Emporia State University. His research focuses on Personalized Learning, Blended Teaching, Open Educational Resources (OER), and OER-Enabled Practices. Before earning his Ph.D. in Instructional Psychology and Technology from Brigham Young University in 2021, Dr. Short served as a high school English teacher outside Kansas City, Missouri. More about Dr. Short and his work can be found online at www.cecilrshort.com.
    Leanna Archambault

    Arizona State University

    Dr. Leanna Archambault is a Professor of Learning Design and Technology in the Mary Lou Fulton Teachers College at Arizona State University (ASU). Her research addresses teacher preparation and professional learning for K-12 online and blended classrooms, online pedagogy, the nature and application of learning design frameworks, and the use of emerging technologies, such as social media, in educational settings. Dr. Archambault is the Program Coordinator for the Learning Design and Technologies master’s program at ASU and serves as Editor for one of the field’s leading journals, Computers & Education. Prior to entering the field of teacher education, Archambault taught middle school English/language arts. For additional information about her work, please visit leannaarchambault.com

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/k12blended.