Keywords

online teaching, blended teaching, K–12 education, teaching modalities, competency frameworks, preservice teacher education

Abstract

Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic—applicable in any teaching modality. This article explores selected K-12 online and blended teaching competency documents to determine which specific modalities (online, in-person, blended, or generic) the competencies address. Many competencies are still categorized as generic, and not specific enough to denote a particular context. The authors give recommendations for pre-service teacher education and indicate needs for further research in K-12 online and blended teaching.

Original Publication Citation

Pulham, E., Graham, C. R., & Short, C. R. (2018). Generic vs. modality-specific competencies for k-12 online and blended teaching. Journal of Online Learning Research, 4(1), 33–52. Retrieved from https://www.learntechlib.org/j/JOLR/v/4/n/1/

Document Type

Peer-Reviewed Article

Publication Date

2018

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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