Publication Information
Series	K-12 Blended Teaching
Volume	2
Pages	69
License	CC BY
Year	2022

Technology Integration K-12 Blended Learning Online Learning Hybrid Learning In-Service Training Teacher Education Professional Development Personalized Learning

K-12 Blended Teaching

A Guide to Practice Within the Disciplines

Jered Borup, Michelle Jensen, Karen T. Arnesen, Cecil R. Short, & Charles R. Graham

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This book is a guide to blended teaching in K-12 classrooms. It is a follow-up to Volume 1 the K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration. The purpose of this book is to provide rich examples of the four blended teaching competencies from a disciplinary perspective. The first three chapters of the book provide definitions and an overview of the blended teaching framework. Subsequent chapters are organized into sections that focus on blended teaching in specific disciplines. Each section has the following chapters

Introductions – video introductions to the model teachers who will share video examples throughout the section.
Why Blend? – descriptions from the model teachers about why they chose to try blended learning in their classrooms.
Online Integration and Management – Examples about how to effectively combine online instruction with in-person instruction.
Online Interaction – Examples about how to facilitate online interactions with and between students.
Data Practices – Examples about how to use digital tools to monitor student activity and performance in order to guide student growth.
Personalizing Instruction – Examples about how to implement a learning environment that allows for student customization of goals, pace, and/or learning path.

About This Series1

Discipline-Specific Editions in the Series5

General Introduction to Blended Teaching9

1. Introduction to K-12 Blended Teaching11

2. K-12 Blended Teaching Competencies19

3. A Framework for Evaluating Blended Teaching39

Appendices55

Appendix A: Acknowledgements57

Appendix B: Research61

Appendix C: New Content in the Series63

Jered Borup

George Mason University

Jered Borup is the professor-in-charge of George Mason University's Blended and Online Learning in Schools Master's and Certificate programs that are devoted to improving teacher practices in online and blended learning environments. Previous to earning his Ph.D. at Brigham Young University, Jered taught history at a junior high school for six years. He has also taught online and blended courses since 2008. His current research interests include developing online learning communities and identifying support systems that adolescent learners require to be successful in online environments. A full list of his publications can be found at https://sites.google.com/site/jeredborup/

Michelle Jensen

Alpine School District

Michelle is an Innovative Learning Coach in Alpine School District and holds an MEd from Utah State University in Instructional Technology & Learning Sciences and a PhD from BYU in Instructional Psychology & Technology.

Karen T. Arnesen

Brigham Young University

Karen is a Ph.D. student in the Instructional Psychology and Technology program at Brigham Young University. She has been an ELA teacher, magazine editor, and instructional designer. Her research and design interests are in blended teaching, personalization, and self-regulation.

Cecil R. Short

Emporia State University

Cecil R. Short is an Assistant Professor of Secondary Education at Emporia State University. His research focuses on Personalized Learning, Blended Teaching, Open Educational Resources (OER), and OER-Enabled Practices. Prior to earning his Ph.D. in Instructional Psychology and Technology from Brigham Young University in 2021, Dr. Short served as a high school English teacher outside of Kansas City, Missouri. More about Dr. Short and his work can be found online at www.cecilrshort.com.

Charles R. Graham

Brigham Young University

Charles R. Graham is a Professor of Instructional Psychology and Technology at Brigham Young University. He studies the design and evaluation of online and blended learning environments as well as the use of technology to enhance teaching and learning. In 2015 Charles became a Fellow of the Online Learning Consortium "For outstanding achievement in advancing theory, research and effective practice in online and blended learning." He is also a Fellow with the Michigan Virtual Learning Research Institute for his work to develop a K-12 Blended Teaching Readiness instrument for preservice and inservice teachers. Details regarding other books and articles authored by Charles can be found online at http://bit.ly/crgvita

K-12 Blended Teaching

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