Blended Learning Design for Teacher Preparation Course
J. Michael Blocher, Tina Chaseley, Laura Blocher, Northern Arizona University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper details the redesign of a literacy block in a pre-service teacher program that included a practicum experience. Due to scheduling issues the instructor used a blended learning approach that allowed students to engage in learning activities outside of class using online communication tools. Students used a course management shell's discussion board and created a reflection blog to discuss and reflect upon course concepts and practicum experiences. While the course was designed using appropriate blended learning concepts students reported mixed feelings on how the online tools supported dialogue with the instructor and peers. However, they reported that the combination of online and face to face activities supported their learning needs and goals, including very positive comments on the use of the blog to help them reflect on their practicum experiences.
Blocher, J.M., Chaseley, T. & Blocher, L. (2016). Blended Learning Design for Teacher Preparation Course. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1849-1855). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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