K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts

Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: [email protected]; Web site: https://www.aace.org/pubs/jolr/

Y

29

Teaching Methods; Blended Learning; Kindergarten; Elementary Secondary Education; Technological Literacy; Computer Mediated Communication; Faculty Development; Online Courses; COVID-19; Pandemics; Pedagogical Content Knowledge; Teaching Skills; Teacher Behavior; Educational Change; Nonprofit Organizations; Teacher Student Relationship; High School Students; Principals; Mastery Learning; Decision Making; Integrated Learning Systems; Teacher Attitudes; Lesson Plans

2374-1473

Several professional organizations, non-profit groups, and researchers have provided K-12 blended teaching (BT) competencies; however, few of these have connected competencies to concrete practices. This analysis used a set of research-based BT dispositions, technology skills, and competencies (i.e., proficiencies) to analyze a representative sample of 959 artifacts focused on BT practices to uncover the proficiencies important to K-12 BT. The dispositions recognized for BT appeared in 87.9% of the artifacts, personalization competencies in 58.3%, technology skills in 54.0%, data practices in 46.0%, implementation competencies in 37.1%, online integration competencies in 30.4%, and online interaction competencies in 5.6%. Each of these areas was analyzed in more detail, looking at specific examples and frequencies within each category. These findings provide a foundation for future research seeking to understand the competencies and practices important to K-12 BT.

As Provided

2021

EJ1301101