Publication Information | |
---|---|
Series | K-12 Blended Teaching |
ISBN | 1799049590 |
DOI | 10.59668/2 |
Volume | 1 |
Pages | 209 |
License | CC BY-SA |
Year | 2019 |
Language | English |
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.
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:
EdTech Books
CC BY-SA: This work is released under a CC BY-SA license, which means that you are free to do with it as you please as long as you (1) properly attribute it and (2) share any derivative works under an open license.
The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.
The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.
DOI: 10.59668/2
ISBN: 1799049590
URL: https://edtechbooks.org/k12blended
Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration (1st ed.), 1. EdTech Books. https://dx.doi.org/10.59668/2Weber 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.
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
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/
Emporia State University
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