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Preparing Teachers for Emerging Blended Learning Environments
ARTICLE

, , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 22, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

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.

Citation

Oliver, K. & Stallings, D. (2014). Preparing Teachers for Emerging Blended Learning Environments. Journal of Technology and Teacher Education, 22(1), 57-81. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 21, 2019 from .

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Cited By

  1. Learners Without Borders: Connected Learning in a Digital Third Space

    Clarice Moran, Kennesaw State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 233–254

  2. Hands Across the Pond: Transatlantic Collaboration Through a Mobile Phone App

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    Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 417–437

  3. Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students

    Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 501–508

  4. Learning Analytics in a Blended Learning Context

    Mike Carbonaro & Amanda Montgomery, University of Alberta, Canada; Amin Mousavi, University of Saskatchewan, Canada; Bill Dunn & Denyse Hayward, University of Alberta, Canada

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 62–66

  5. The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

    Rebecca Parks, Mansfield University, United States; Wendy Oliver & Elaine Carson, Thrivist, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2236–2242

  6. The Status of Middle and High School Instruction: Examining Professional Development, Social Desirability, and Teacher Readiness for Blended Pedagogy in the Southeastern United States

    Rebecca A. Parks, Mansfield University, United States; Wendy Oliver, Thrivist, United States; Elaine Carson, Xperience Education, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 79–101

  7. Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum

    Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States

    Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200

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