The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Instructional Leadership and Blended Learning: Confronting the Knowledge Gap in Practice
Author(s): Martin R. Reardon (Virginia Commonwealth University, USA)
Copyright: 2010
Pages: 19
EISBN13: 9781616921323
Purchase
View Sample PDF
Abstract
Dewey’s concept of experience as an active engagement with a process of action, feedback, and reflection permeates the setting of the case reported in this chapter. The case involves an initiative to engage a group of experienced teachers and school administrators (in the context of a doctoral level course) with reading and reflecting on a vision of the future of education in a professional learning community permeated by the experience of blended learning. While the blended learning was heavily weighted towards face-to-face meetings, issues relating to the integration of technology with education became experienced realities for the group members. These issues included pre-service teacher education, equitable access to online resources, and the creation of an environment in which contemporary approaches to curriculum, teaching, and learning can flourish.
Related Content
Margarita Pérez Pulido, Aurora González-Teruel.
© 2022.
22 pages.
|
Canan Koçak Altundağ, Selda Uzunaslan.
© 2023.
22 pages.
|
Annette E. Smith, Stephanie J. Jones.
© 2012.
15 pages.
|
Ilknur Istıfcı.
© 2014.
25 pages.
|
Michael G. Gentile, Elizabeth Zagata, Tracy E. Sinclair.
© 2023.
12 pages.
|
|
|