Keywords

blended learning, teacher education, competencies, professional development

Abstract

Several professional organizations, non-profit groups, and researchers have provided K–12 blended teaching (BT) competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based BT dispositions, technology skills, and competencies (i.e., proficiencies) to analyze a representative sample of 959 artifacts focused on BT practices to uncover the proficiencies important to K–12 BT. The dispositions recognized for BT appeared in 87.9% of the artifacts, personalization competencies in 58.3%, technology skills in 54.0%, data practices in 46.0%, implementation competencies in 37.1%, online integration competencies in 30.4%, and online interaction competencies in 5.6%. Each of these areas was analyzed in more detail, looking at specific examples and frequencies within each category. These findings provide a foundation for future research seeking to understand the competencies and practices important to K–12 BT.

Original Publication 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.

Document Type

Peer-Reviewed Article

Publication Date

2021

Publisher

Journal of Online Learning Research

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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