Barriers and Enablers to K-12 Blended Teaching

Autor/inn/en	Hanny, Courtney N.; Arnesen, Karen T.; Guo, Qi; Hansen, Jordan; Graham, Charles R.
Titel	Barriers and Enablers to K-12 Blended Teaching
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 4, S.568-589 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanny, Courtney N.) ORCID (Arnesen, Karen T.) ORCID (Guo, Qi) ORCID (Hansen, Jordan) ORCID (Graham, Charles R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1991865
Schlagwörter	Barriers; Affordances; Elementary Secondary Education; Blended Learning; Technology Integration; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	The attributes of post-pandemic blended teaching (BT) will more closely resemble pre-Coronavirus conditions than the outbreak's emergency remote teaching. Thus, barriers and enablers for teachers transitioning to BT after emergency remote teaching will be similar to those of early BT adopters. K-12 research has identified external and internal barriers and enablers to technology integration but has largely overlooked those of BT. This study involved analyzing 62 interviews of K-12 blended teachers to discover factors that enabled BT, stood as barriers to initial and continued blending efforts, and helped teachers overcome barriers. Teacher-perceived barriers included, among others, costs perceived as outweighing benefits, lack of administrative support, and student characteristics. Enablers included teachers' dispositions, cohort support, and various classroom benefits. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01