The adoption of blended learning in K-12 schools is on the rise. With this growth in demand for blended learning, there is a greater need to prepare teachers who can facilitate successful learning in these environments. In order for educator preparation programs, districts, and schools to conduct effective professional development for future blended teachers, the unique competencies of blended teaching need to be identified. Additionally, organizations and teachers need to have an easy way to assess teacher readiness and be able to diagnose what knowledge and skills they should focus on first in order to have the greatest impact with their limited professional development time and resources. This study reports on Phase 1 of a project intended to create a scientifically validated, openly-available blended teaching readiness instrument that can be freely used by districts, schools, and individual teachers to assess core knowledge and skills needed for successful blended teaching.
- Charles R. Graham, Brigham Young University
- Jered Borup, George Mason University
- Emily Pulham, Brigham Young University
- Ross Larsen, Brigham Young University
What we already know about this topic
- The past decade has shown significant growth in the adoption of blended learning in K-12 schools.
- There is limited research related to the existing state of teacher preparation and professional development for teaching in blended learning contexts.
- There is very limited scientifically validated work related to what unique competencies are needed for teaching in a blended setting.
What this report adds
- This report presents a framework for understanding distinctions between related competencies needed for classroom technology integration, blended teaching, and online teaching.
- The report identifies and analyzes existing blended teaching competency sources for patterns.
- The report presents a successful, openly accessible, first-phase blended teaching readiness instrument with constructs related to 1. Foundations, 2. Planning, 3. Instructional Methods and Strategies, and 4. Assessment and Evaluation.
- A plan for the second phase of instrument development is shared.
Implications for practice and/or policy
- Future work (phase 2) will work to add a construct 5. Management to the blended teaching readiness instrument.
- Future work (phase 2) will also make a second attempt at creating and validating the use of a simplified instrument for professional development and preservice teaching contexts where the full instrument is too long or detailed for effective implementation.
- Because the Blended Teaching Readiness instruments will be free and openly available to individuals, districts, and schools, we anticipate that this will enable the creation and sharing of professional development resources around the readiness model that will help organizations be more efficient and focused on preparing teachers for success in blended contexts.
- A blended teaching readiness instrument scientifically validated for use in in-service and preservice contexts can provide information about individual competencies allowing for personalized professional development experiences targeted on the specific needs of individual teachers and schools.