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
|
Lilian Gisesa.
© 2020.
15 pages.
|
|
Goki Miyakita, Yumiko Murai, Takashi Tomine, Keiko Okawa.
© 2013.
23 pages.
|
|
Ann M. Ellsworth.
© 2020.
12 pages.
|
|
Hendrik Mehlhorn, Matthias Lange, Uwe Scholz, Falk Schreiber.
© 2013.
26 pages.
|
|
Alda Pereira, Luis Tinoca, Isolina Oliveira.
© 2010.
22 pages.
|
|
|