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An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching

An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching

Carol Kahan Kennedy, Maureen Hinkley
Copyright: © 2009 |Volume: 4 |Issue: 2 |Pages: 19
ISSN: 1548-1093|EISSN: 1548-1107|ISSN: 1548-1093|EISBN13: 9781615204670|EISSN: 1548-1107|DOI: 10.4018/jwltt.2009040104
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MLA

Kennedy, Carol Kahan, and Maureen Hinkley. "An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching." IJWLTT vol.4, no.2 2009: pp.61-79. http://doi.org/10.4018/jwltt.2009040104

APA

Kennedy, C. K. & Hinkley, M. (2009). An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 4(2), 61-79. http://doi.org/10.4018/jwltt.2009040104

Chicago

Kennedy, Carol Kahan, and Maureen Hinkley. "An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 4, no.2: 61-79. http://doi.org/10.4018/jwltt.2009040104

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Abstract

Although research has been conducted on the benefits and drawbacks of online courses, more is specifically needed in teacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroom methods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher learners construction of meaning in the online discourse. Data has been collected from blended graduate level courses taught in the area of educational technology for in-service and pre-service teachers from 2001 through 2006. These findings will be used to help identify best-practices for technology integration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.

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