Comparing Competencies for Teaching in Online, Blended, and Technology Integrated Contexts

ID: 52070 Type: Full Paper
  1. Emily Pulham, Cecil R. Short, and Charles R. Graham, Instructional Psychology and Technology, Brigham Young University, United States

Tuesday, March 27 1:45 PM-2:15 PM Location: Edison G View on map

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Abstract: Within an increasing demand for blended and online teaching comes an increasing demand for programs, institutes, and professional development seminars to prepare preservice and inservice teachers for teaching with such modalities. In an attempt to guide those who train these teachers, various organizations and researchers have offered lists of competencies and skills teachers should possess for blended, online, and technology integrated teaching environments. This research explores existing competencies in these three areas to determine areas of overlap and uniqueness. Our study compares competencies from 10 prominent sources - four in blended teaching, four in online teaching, and two in technology integrated teaching. The analysis reveals that the majority of competencies available for blended, online, and technology integrated teaching are not specific to an online, blended, or technology integrated teaching context.  The findings raise important issues related to challenge of understanding and applying the competencies in the varying contexts.  Additionally, the findings highlight important implications for preservice training and inservice professional development in an era of limited time and resources.

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