ERIC Number: EJ1025141
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Preparing Teachers for Emerging Blended Learning Environments
Oliver, Kevin M.; Stallings, Dallas T.
Journal of Technology and Teacher Education, v22 n1 p57-81 Jan 2014
Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of and issues related to blending in these settings has been limited, and the results less clear. In this article, we draw from relevant published research, reports, and book chapters from higher education and K-12 to discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components--"contextual," "instructional," and "technological"--each of which is closely aligned with common instructional design processes familiar to most teachers.
Descriptors: Blended Learning, Educational Technology, Educational Methods, Literature Reviews, Educational Environment, Teacher Competencies, Technological Literacy, Teaching Skills, Pedagogical Content Knowledge, Scaffolding (Teaching Technique), Student Participation, Teacher Role, Interaction, Learning Modalities
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: firstname.lastname@example.org; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A