Best Practices in Blended Practice: A Thematic Analysis of Blended Teaching Artifacts
Abstract: This project was designed to help identify practices important to blended teaching by uncovering the strategies that teachers use as part of blended teaching and the tools or artifacts that help them implement those strategies. To complete this work, the authors partnered with The Learning Accelerator to gain access to their rich repository of blended teaching vignettes. The researchers have currently gathered 471 vignettes related to blended teaching strategies, and 137 vignettes related to problems teachers and/or schools face in blended settings. These artifacts and vignettes were analyzed using a thematic coding process using a prior codes from a resource about K-12 blended teaching. We were able to identify key dispositions, technology skills, and competencies needed for K-12 blended teaching, as well as skills and knowledge that may be less important to K-12 blended teacher preparation.
Presider: K. Bret Staudt Willet, Michigan State University