A Blueprint for Teachers to Create Unique, Engaging, and Effective Learning Experiences
Author: Michael Martin
Pubpsher: Rowman & Littlefield
Blending Instruction with Technology is a book that offers educators guidelines and solutions for implementing blended learning in today’s classrooms. There has been a strong push by many communities, schools and educators to move to a 1:1 environment. However, once there… • How does one teach or facilitate learning in such an environment? • What are the researched best practices for implementing blended learning in classrooms? • How do schools provide professional development to teachers to implement best practices in their classroom? • Regarding the twenty year veteran who just recently mastered email, how do schools provide the proper guidance, training and support for him/her? This books aims to answer these questions and many more. This book is designed to be a blueprint for preparing staff members to be successful in a 1:1 environment. This book also focuses on providing students with a blended learning lesson that incorporates both cognitive and 21st Century Skills.
The authors explain how a group of higher education schools used just-in-time teaching (JiTT) methods to increase interactivity for the physics student. By enhancing courses with multimedia Web activities and electronic communications, the classroom environment allowed less dependence on lecture and more rapid responses to students' problems.
The Learning Transformation: A Guide to Blended Learning for School Administratorsprovides guidance to leaders for facilitating the transformation of a traditional school system into an environment that embraces technology while enhancing students' learning experiences. Leaders will utilize the six steps of the Framework for Digital Learning Transformation to prepare a school or district for blended learning environment that engages students with effective content, and creates a more productive learning environment for teachers. An instructional transformation is beginning in our schools. Classrooms are evolving into a blend of teacher-led instruction and teacher-guided digital content accessed by students on mobile devices. Blended learning, or the blending of classroom instruction with customized digital content, is an innovative approach for engaging students and giving them access to the tools and information they need to unlock the unlimited opportunities that now exist for learning anytime and anywhere students have access to the Internet. With the integration of Web-based, technology-rich activities and education methods into the existing brick-and-mortar school structure, blended learning can offer students new opportunities to learn in a self-paced, learner-centered environment. School leaders can undertake a digital learning transformation for their students that is data-driven and sustainable. With an understanding of the different models of blended learning classroom environments, a clear vision for the goals of the school or district, targeted professional development for teachers, a well-planned infrastructure, and committed resources, a student-centered blended learning environment is within reach."
Release on 2012-06-29 | by Curtis J. Bonk,Charles R. Graham
Global Perspectives, Local Designs
Author: Curtis J. Bonk,Charles R. Graham
Pubpsher: John Wiley & Sons
Category: Business & Economics
This comprehensive resource highlights the most recent practices and trends in blended learning from a global perspective and provides targeted information for specific blended learning situations. You'll find examples of learning options that combine face-to-face instruction with online learning in the workplace, more formal academic settings, and the military. Across these environments, the book focuses on real-world practices and includes contributors from a broad range of fields including trainers, consultants, professors, university presidents, distance-learning center directors, learning strategists and evangelists, general managers of learning, CEOs, chancellors, deans, and directors of global talent and organizational development. This diversity and breadth will help you understand the wide range of possibilities available when designing blended learning environments. Order your copy today!
Organizational leaders in institutions of higher education expect instructors to implement blended learning courses without understanding instructor experiences with technology. Requiring faculty to teach blended learning courses without fully understanding the experiences instructors had implementing technology may lead to developing inappropriate professional training programs, ineffective use of technology, or to instructor disuse of technology in the future. The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blended learning courses in campus-based institutions of higher education worldwide. This qualitative phenomenological research study used a modified van Kaam method by Moustakas (1994) with in-depth, semi-structured interviews to explore the experiences instructors had implementing technology in blended learning courses. The analysis of the transcribed interviews revealed four themes: (a) facilitating instruction and learning, (b) frustrating, (c) satisfying and rewarding, and (d) socially connecting. The conclusions derived from the study suggest that learning about the experiences instructors had implementing technology in blended learning courses may guide educational leaders in providing support and in preparing professional development workshops on how to teach blended learning courses.
Release on 2016-06-27 | by Simon K.S. Cheung,Lam-for Kwok,Junjie Shang,Aihua Wang,Reggie Kwan
9th International Conference, ICBL 2016, Beijing, China, July 19-21, 2016, Proceedings
Author: Simon K.S. Cheung,Lam-for Kwok,Junjie Shang,Aihua Wang,Reggie Kwan
This book constitutes the refereed proceedings of the 9th International Conference on Blended Learning, ICBL 2016, held in Beijing, China, in July 2016. The conference is formerly known as International Conference on Hybrid Learning (ICHL) The 34 papers presented were carefully reviewed and selected from 61 submissions. The selected papers cover various aspects on collaborative and interactive learning, content development, open and flexible learning, assessment and evaluation, pedagogical and psychological issues, experience in blended learning, and strategies and solutions.
Release on 2012-12-01 | by Kent Johnson,Elizabeth M. Street
Creating Synergy in the Classroom
Author: Kent Johnson,Elizabeth M. Street
Pubpsher: Guilford Press
Successful implementation of response to intervention (RTI) for academic skills problems requires rigorous progress monitoring. This book shows how the proven instructional technology known as precision teaching (PT) can facilitate progress monitoring while building K-12 students' fluency in reading, writing, math, and the content areas. Detailed instructions help general and special education teachers use PT to target specific skills at all three tiers of RTI, and incorporate it into project-based learning. Of crucial importance for RTI implementers, the book provides explicit procedures for measuring and charting learning outcomes during each PT session, and using the data to fine-tune instruction. Reproducible charts and other useful tools can be downloaded and printed in a convenient 8 1/2" x 11" size.
Release on 2008-10-31 | by Kidd, Terry T.,Song, Holim
Author: Kidd, Terry T.,Song, Holim
Pubpsher: IGI Global
"This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology"--Provided by publisher.
"This book examines the benefits and costs associated with the utilization of technology-mediated instructional environments, recognizing that instructional technology could offer alternative means of communication for understanding"--Provided by publisher.
Educational technologies are vastly becoming a common-place entity in classrooms as they provide more options and support for teachers and students. However, many teachers are finding these technologies difficult to use as they were never fully trained on how to utilize it or have received little instruction on how to effectively apply it in the classroom. Technological Pedagogical Content Knowledge (TPACK) Framework for K-12 Teacher Preparation: Emerging Research and Opportunities features contemporary insights into a multi-year research effort that concluded with the design and development of an online TPACK learning trajectory. Highlighting how this development impacts the design of professional development coursework for educators, this publication is a critical work for in-service teachers, researchers, and online course developers.