K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts

Citation

Short, C.R., Graham, C.R. & Sabey, E. (2021). K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts. Journal of Online Learning Research, 7(1), 5-33. https://www.learntechlib.org/primary/p/217689/

Abstract

Several professional organizations, non-profit groups, and researchers have provided K-12 blended teaching competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based blended teaching competencies to analyze a representative sample of 959 artifacts focused on blended teaching practices to uncover the dispositions, technology skills, and competencies that are important to K-12 blended teaching. The analysis uncovered that all dispositions used for coding were important, some technology skills seemed to be more important than others, and some competency areas seemed to be more important than others. These findings provide a foundation for future research that could seek to understand the competencies and practices that are important to K-12 blended teaching.

Authors

• Graham, Charles R
• Sabey, Emily
• Short, Cecil R.

Reference Type

Journal

Keywords

• Blended learning