Instructional Practice in the Digital Age: Changes, Challenges, and Choices

• In Event: Professional Practice, Teachers, and Teacher Preparation

Abstract

This qualitative case study examines the instructional roles and practices of teachers in a charter high school as they implement a blended learning model. Based on preliminary analysis of longitudinal interview and observational data, findings indicate that although all teachers initially expressed commitment to the blended model, the model broke down to varying levels in each classroom. Antithetical to the school’s original vision, most teachers employed highly-structured classroom procedures, often reverting to traditional, and non-digital, practices to support and manage student work. Only one teacher remained committed to the model as intended and attempted to maintain an individualized approach. This study contributes to the understanding of teacher practice within blended learning schools and other technologically-rich school environments.

Author

• Andrea J. Bingham, University of Southern California