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Blended Learning in Teacher Education: Preparing New Teachers for the Next Wave in K-12 Education Reform
PROCEEDINGS

, San Francisco State University, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Online technology has moved into the mainstream of American education over the past decade. Teachers at all levels have read, observed, and often experienced the use of instructional technologies to expand the classroom beyond the walls of the school and into the student's own environments (Bonk, 2000). The term “blended learning” has been used to describe learning environments that include traditional face to face classroom instruction with computer-mediated-communication (CMC) technologies that extend learning activities out of the classroom and beyond the school day (Osguthorpe and Graham, 2003). Using new communication technologies together with traditional classroom instruction can provide a powerfully effective learning environment in which to engage students in meaningful learning. Teacher educators need to understand and apply these new instructional technologies and the practices they afford so that new teachers will be prepared for leadership as distance learning technologies continue to expand into the K-12 educational environment (Kleiner & Farris, 2002).

Citation

Beatty, B. (2004). Blended Learning in Teacher Education: Preparing New Teachers for the Next Wave in K-12 Education Reform. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 349-351). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 19, 2018 from .

Keywords

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References

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