K-12 Blended Teaching Readiness: Model and Instrument Development

Autor/inn/en	Graham, Charles R.; Borup, Jered; Pulham, Emily; Larsen, Ross
Titel	K-12 Blended Teaching Readiness: Model and Instrument Development
Quelle	In: Journal of Research on Technology in Education, 51 (2019) 3, S.239-258 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2019.1586601
Schlagwörter	Elementary Secondary Education; Blended Learning; Educational Technology; Technology Uses in Education; Measurement Techniques; Planning; Teaching Methods; Evaluation; Classroom Techniques; Teacher Competencies; Technological Literacy; Technology Integration; Readiness; Mastery Learning; Individualized Instruction; Higher Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Messtechnik; Ablaufplanung; Planungsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung; Klassenführung; Lehrkunst; Technisches Wissen; Individualisierender Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	An increasing number of K-12 schools have adopted blended learning approaches. Current empirical research has been sparse regarding preparing teachers for blended teaching, including the skills they must develop to teach in blended contexts. This research is focused on that weakness, with the purposes of systematically identifying the skills needed for teaching in a blended learning context and of developing and testing an instrument that can be used to determine individual and school-wide readiness for blended teaching. In this study we present a measurement model used to develop items for measuring K-12 blended learning readiness. Specifically the instrument contained the following top-level areas: (a) foundational knowledge, skills, and dispositions, (b) instructional planning, (c) instructional methods and strategies, (d) assessment and evaluation, and (e) management. Each top-level construct also had two to four subconstructs. Through confirmatory factor analysis using survey responses from 2,290 K-12 teachers we found that the data met all four fit statistics cutoffs set forth in the literature (root mean square error of approximation [RMSEA]= 0.041, comparative fit index [CFI] = 0.926, Tucker--Lewis index [TLI] = 0.923, standardized root mean square residual [SRMR] = 0.041, X2 = 978.934, df = 1992). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01