Blended Learning with a Technology Coach.

Here it is! My video presentation to persuade higher powers at my school the benefits of blended learning along with a technology coach. The creating of this video resulted in two casualties at my house. 20180403_194613My dog, Bogey, was obviously feeling neglected while I was waiting for the video to upload to YouTube. To spite me, he shredded three rolls of toilet paper and a $200 area rug. Darn snail’s pace Internet connection.

 

 

References

Anderson, N., Henderson, M. (2004). E-pd: Blended models of sustaining teacher professional development in digital literacies. E-Learning and Digital Media, 1(3), 383-394. Retrieved from https://doi.org/10.2304/elea.2004.1.3.4

Andrejeva, N., Ostroverkhaia, I. (2017). Learning to learn with blended learning. European Scientific Journal, 13, 193-203. Retrieved from http://eujournal.org/index.php/esj/article/view/9471/8980

Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20. Retrieved from https://doi.org/10.1016/j.tate.2010.08.007
Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546. Retrieved from https://www.learntechlib.org/primary/p/4728/

Cartoon Lagoon. (2013, July 30). Jetson-the family of the future . Retrieved from https://youtu.be/1oDaHRbIDH8

Cyrus, J. D. (2014). Aligning NETS*T standards with technology integration for Kosrae teachers. International Journal of Pedagogies and Learning, 4, 96-112. Retrieved from https://doi.org/10.5172/ijpl.4.4.9

Devine, M., Meyers, R., & Houssemand, C. (2013). How can coaching make a positive impact within educational settings?. Procedia-Social and Behavioral Sciences, 93, 1382-1389. Retrieved from https://doi.org/10.1016/j.sbspro.2013.10.048

Eteokleous‐Grigoriou, N. (2009). Instilling a new learning, work and communication culture through systemically integrated technology in education. Systems Research and Behavioral Science, 26(6), 707-716. Retrieved from https://doi.org/10.1002/sres.983
Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon Journal, 50, 63-76. Retrieved from http://mollymckee.wiki.westga.edu/file/view/A+Study+of+Teacher+Perceptions+of+Instructional+Technology+Integration+in+the+Classroom.pdf

Hasler Waters, L. & Leong, P. (2011). New roles for the teacher and learning coach in blended learning for K-12. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011–World Conference on Educational Multimedia, Hypermedia & Telecommunications (2716-2725). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/38243/

Hiebert, J., & Stigler, J. W. (2017). Teaching versus teachers as a lever for change: Comparing a Japanese and a U.S. perspective on improving instruction. Educational Researcher, 46(4), 169-176. Retrieved from https://doi.org/10.3102/0013189X17711899

Rhodes, C., & Beneicke, S. (2006). Coaching, mentoring and peer-networking: Challenges for the management of teacher professional development in schools. Journal of In-Service Education, 28(2), 297-310. Retrieved from DOI: 10.1080/13674580200200184

Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers’ technology use. Journal of Technology and Teacher Education, 13(4), 547-571. Retrieved from https://www.learntechlib.org/noaccess/4888/

 

 

 

 

 

 

 

 

 

 

 

 

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