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
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
.
© 2021.
23 pages.
|
.
© 2021.
14 pages.
|
.
© 2021.
15 pages.
|
.
© 2021.
26 pages.
|
.
© 2021.
26 pages.
|
.
© 2021.
16 pages.
|
.
© 2021.
27 pages.
|
|
|