K-12 Blended Teaching Readiness: Instrument Development
Abstract: An increasing number of K-12 schools have adopted blended learning approaches. There is currently very limited empirical research indicating how well prepared teachers are for the transition from traditional to blended teaching. Additionally, there is limited empirical research available to guide the skill development of teachers preparing to teach in blended contexts. This two-year study addresses that gap by developing and validating a K-12 blended teaching readiness instrument that can be used to determine individual and school-wide readiness for blended teaching.